G9 English TG 2023 Web

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TEACHER’S
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GUIDE
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9 99 9 GRADE
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9 99
TEACHER’S GUIDE
TEACHER’S GUIDE
TEACHER’S GUIDE
TEACHER’S GUIDE
GRADE 9
GRADE 9
GRADE 9
GRADE 9
FEDERAL
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DEMOCRATIC
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REPUBLIC
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OF ETHIOPIA
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ETHIOPIA
OF ETHIOPIA FEDERAL
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REPUBLIC REPUBLIC
DEMOCRATIC OF
OFETHIOPIA
OF ETHIOPIAETHIOPIA
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MINISTRY
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OF EDUCATION
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OFEDUCATION
EDUCATION
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MINISTRY OF EDUCATION
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ENGLISH FOR
ETHIOPIA
TEACHER’S GUIDE
GRADE 9
Writers:
Abiy Yigzaw (Prof.)
Birhanu Simegn (PhD)
Editors:
Yinager Teklesellassie (PhD) (Content Editor)
Akalewold Eshetie (PhD) (Curriculum Editor)
Eskinder Getachew (PhD) (Language Editor)
Designer
Zemenu Haile (MSc)
Illustrator
Tewodros Altaye (MSc)
Reviewer & Validators:
Haile Kassahun (PhD) (Reviewer) Solomon Worku (PhD Candi.)
Meheretu Adnew (PhD) (Validator) Hamid Mustefa (MA)
Ochare Oraya (MA ) (Validator) Badima Belay (PhD)
Mohammed Hassen (PhD Candi..)
FEDERAL DEMOCRATIC REPUBLIC OF ETHIOPIA HAWASSA UNIVERSITY

MINISTRY OF EDUCATION
Grade 9 English Teacher’s Guide

First Published August 2023 by the Federal Democratic Republic X
of Ethiopia, Ministry of Education, under the General Education
Quality Improvement Program for Equity (GEQIP-E) supported by
the World Bank, UK’s Department for International Development
(DFID) - now merged with the Foreign, Commonwealth
and D evelopment Office (FCDO), Finland Ministry for Foreign
Affairs (FMFA), the Royal Norwegian Embassy, United Nations
Children’s Fund (UNICEF), the Global Partnership for Education
(GPE), and Danish Ministry of Foreign Affairs (DMFA), through a
Multi Donor Trust Fund.
© 2023 by the Federal Democratic Republic of Ethiopia, Ministry

of Education. All rights reserved. The moral rights of the author
have been asserted. No part of this book may be reproduced,
copied in a retrieval system or transmitted in any form or by any
means including electronic, mechanical, magnetic, photocopying,
recording or otherwise, without the prior written permission of the
Ministry of Education or licensing in accordance with the Federal
Democratic Republic of Ethiopia as expressed in the Federal Negarit
Gazeta, Proclamation No. 410/2004 - Copyright and Neighboring
Rights Protection.
Printed by:
GRAVITY GROUP IND LLC
13th Industrial Area,
Sharjah, UNITED ARAB EMIRATES
ISBN:978-99990-0-004-8
Grade 9 English Teacher’s Guide i

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F or e w or d
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E d u c a tio n a nd d e v e l o p m e nt a r e c l o s e l y r e l a te d e nd e a v o r s . T h is is th e m a in r e a s o n
w h y it is s a id th a t e d u c a tio n is th e k e y ins tr u m e nt in E th io p ia ’ s d e v e l o p m e nt a nd
s o c ia l tr a ns f o r m a tio n. T h e f a s t a nd g l o b a l iz e d w o r l d w e no w l iv e in r e q u ir e s
ne w k no w l e d g e , s k il l a nd a ttitu d e o n th e p a r t o f e a c h ind iv id u a l . I t is w ith th is
o b j e c tiv e in v ie w th a t th e c u r r ic u l u m , w h ic h is no t o nl y th e B l u e p r int b u t a l s o
a reflection of a country’s education system, must be responsive to changing
c o nd itio ns .
I t h a s b e e n a l m o s t th r e e d e c a d e s s inc e E th io p ia l a u nc h e d a nd im p l e m e nte d ne w
E d u c a tio n a nd T r a ining P o l ic y . S inc e th e 1 9 9 4 E d u c a tio n a nd T r a ining P o l ic y
o u r c o u ntr y h a s r e c o r d e d r e m a r k a b l e p r o g r e s s in te r m s o f a c c e s s , e q u ity a nd
relevance. Vigorous efforts also have been made, and continue to be made, to
im p r o v e th e q u a l ity o f e d u c a tio n.
T o c o ntinu e th is p r o g r e s s , th e M inis tr y o f E d u c a tio n h a s d e v e l o p e d a ne w

G e ne r a l E d u c a tio n C u r r ic u l u m F r a m e w o r k in 2 0 2 1 . T h e F r a m e w o r k c o v e r s a l l
p r e - p r im a r y , p r im a r y , m id d l e l e v e l a nd s e c o nd a r y l e v e l g r a d e s a nd s u b j e c ts . I t
a im s to r e inf o r c e th e b a s ic te ne ts a nd p r inc ip l e s o u tl ine d in th e E d u c a tio n a nd
T r a ining P o l ic y , a nd p r o v id e s g u id a nc e o n th e p r e p a r a tio n o f a l l s u b s e q u e nt
c u r r ic u l u m m a te r ia l s – inc l u d ing th is T e a c h e r G u id e a nd th e S tu d e nt T e x tb o o k
th a t c o m e w ith it – to b e b a s e d o n a c tiv e - l e a r ning m e th o d s a nd a c o m p e te nc y
b a s e d a p p ro a c h .
I n th e d e v e l o p m e nt o f th is ne w c u r r ic u l u m , r e c o m m e nd a tio ns o f th e e d u c a tio n R o a d
M a p s tu d ie s c o nd u c te d in 2 0 1 8 a r e u s e d a s m il e s to ne s . T h e ne w c u r r ic u l u m m a te r ia l s
a tte m p t to b a l a nc e th e c o nte nt w ith s tu d e nts ’ a g e , inc o r p o r a te ind ig e no u s k no w l e d g e w h e r e
ne c e s s a r y , u s e te c h no l o g y f o r l e a r ning a nd te a c h ing , inte g r a te v o c a tio na l c o nte nts ,
inc o r p o r a te th e m o r a l e d u c a tio n a s w e l l a s c a r e e r a nd te c h nic a l e d u c a tio n a s s u b j e c ts
in o r d e r to a c c o m m o d a te th e d iv e r s e ne e d s o f l e a r ne r s .
ii Grade 9 English Teacher’s Guide

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P ubl ic a tion of a ne w f r a m e w or k, te xt boks a nd t e a c he r gui de s a r e by no m e a ns t he s ol e

s ol ut ion t o i m pr ovi ng t he qua l ity of e du c a tion i n a ny c ount r y . C ont inue d i m pr ove m e nt
calls for the efforts of all stakeholders. The teacher’s role must become more flexible
r a ngi ng f r om l e c tur e r t o m ot iva tor , gui de r a nd f a c il ita tor . T o a s s is t t hi s , te a c he r s ha ve
be e n gi ve n, a nd w il l c ont inue t o r e c e ive , tr a ining on t he s tr a te gi e s s uge s te d i n t he
f r a m e w or ka ndi nt hi s t e a c he r gui de .
T e a c he r s a r e u r ge d t o r e a d t hi s G ui de c a r e f ul l y a nd t o s upor t t he ir s tude nts by put ting

intoa c tiont he s tr a te gi e s a nda c tivi tie s s uge s te di ni t.
F or s ys te m ic r e f or m a nd c ont inuous i m p r ove m e nti nt he qua l ity of c ur r ic ul um m a te r ia l s ,
the M inis tr y o f E duc a tion w e l c om e s c om m e nts a nd s uge s tions w hi c h w il l e na bl e us to
undertake further review and refinement.
A D D I S A B A B A ,E T H IO P IA F E D E R A L D E M O C R A T I C R E P UB L I C O F E T H I O P I A
August 2023 M I N I S T R Y O F E D UC A T I O N
Grade 9 English Teacher’s Guide iii

Contents
1. Living in Urban Areas ........................... 1
1.1 Listening Skills ........................................ 2
1.2 Reading Skills......................................... 6
1.3 Vocabulary Development ......................... 9
1.4 Grammar................................................ 10
1.5 Speaking Skills ...................................... 18
1.6 Writing Skills......................................... 21
2. Study Skills ........................................... 23

2.1 Listening Skills ..................................... 24
2.2 Reading Skills....................................... 27
2.3 Vocabulary Development ...................... 28
2.4 Grammar............................................... 31
2.5 Speaking Skills .................................... 40
2.6 Writing Skills........................................ 44
3. Traffic Accidents ................................... 46

3.1 Listening Skills ...................................... 47
3.2 Reading Skills........................................ 50
3.3 Vocabulary Development ....................... 51
3.4 Grammar................................................ 52
3.5 Speaking skills....................................... 60
3.6 Writing Skills......................................... 62
4. National Parks ...................................... 64

4.1 Listening Skills ..................................... 65
4.2 Reading skills ........................................ 68
iv Grade 9 English Teacher’s Guide
4.4 Grammar: Zero and the First Conditionals .
70
4.5 Speaking Skills ..................................... 73
4.6 Writing Skills........................................ 75
5. Horticulture .......................................... 78
5.1 Listening skills ...................................... 79
5.2 Reading Skills....................................... 82
5.3 Vocabulary Development ...................... 83
5.4 Grammar: Conditional Sentences ........... 84
5.5 Speaking Skills ..................................... 88
5.6 Writing Skills .................................................91
6. Poverty in Ethiopia .. ............................. 93

6.1 Listening skills ..................................... 94
6.2 Reading Skills........................................ 97
6.4 Grammar.............................................. 101
6.5 Speaking Skills ................................... 106
6.6 Writing Skills ..................................... 108
7. Community Services ............................ 110

7.1 Listening skills .................................... 111
7.2 Reading Skills...................................... 113
7.3 Vocabulary Development ..................... 114
7.4 Grammar: ................................................... 115
7.5 Speaking Skills .................................... 119
7.6 Writing Skills....................................... 121
Grade 9 English Teacher’s Guide v

8. Communicable Diseases ...................... 125
8.1 Listening Skill ..................................... 126
8.2 Reading Skills...................................... 129
8.4 Grammar ............................................ 132
8.5 Speaking Skills....................................... 134
8.6 Writing Skills....................................... 137
9. Fairness and Equity ............................ 139

9.1 Listening Skills .................................... 140
9.2 Reading Skills...................................... 143
9.4 Grammar: Simple past and Present Perfect
Tenses.................................... 145
9.5 Speaking Skills ................................... 149
9.6 Writing Skills...................................... 152
10. The internet ...................................... 158

10.1 Listening Skills .................................. 159
10.2 Reading Skills.................................... 162
10.3 Vocabulary Development ................... 164
10.4 Grammar .......................................... 166
10.5 Speaking Activity............................... 169
10.6 Writing Activity ................................. 172
vi Grade 9 English Teacher’s Guide

Introduction
The English language in Ethiopia serves more as the medium of
instruction in schools and universities. It plays a significant role in
students’ academic life. The grade 9 English Textbook is developed to
satisfy the students’ English language needs at the level and to serve
them as a backdrop for their future academic career as they use the
language for academic purposes. The minimum learning competencies
(MLCs) expected of students are indicated in the Grade 9 English
language Syllabus, and therefore, the language input as well as
activities they perform are developed based on the MLC identified by
the syllabus designers. The learning outcomes expected of students
are built upon the MLC and constitute listening to a variety of texts
at different levels (surface and deeper levels), interacting in English,
reading and comprehending, analyzing, synthesizing, evaluating and
interpreting ideas vis-à-vis their environment, getting meanings of
words through different strategies, and mastery of selected grammatical
elements appropriate to the level. The outcomes also embrace students’
development of sentence, paragraph and essay levels writing. The
students are expected to write accurate sentences, paragraphs, and
essays with some level of fluency as they should balance accuracy and
fluency in their use of the language.
The ten-unit English Language textbook for Grade 9 has specific unit
[
objectives. Each of the units consists of six different parts: Listening

Skills, Reading Skills, Vocabulary, Grammar, Speaking Skills, and
Writing Skills organized in that order. The textbook is organized by
placing the receptive skills before the productive skills, because it is
presumed that the receptive skills as pre-requisites provide students
with language inputs which are relevant to their language production.
The listening skills will be taught based on areas which are national
and/ or international concerns, focusing more on national issues. The
listening texts include topics such as urban life versus rural life, study
vii Grade 9 English Teacher’s Guide
skills, road accidents, Gambella national park, diversifying export
earners through competition, poverty in Ethiopia, community services,
infectious diseases, cultural diversity, human rights and democratic
governance, and the concept of the internet. In these diversified areas
students will listen to various texts and genres, they will develop their
listening ability, get ideas about the issues they are introduced with,
relate the ideas with their previous knowledge, and analyze, synthesize,
evaluate and interpret the ideas with the environment they are living in.
Students also learn vocabularies, and extend the ideas in the listening
texts to their speaking and writing development. The main purposes of
the lessons students learn can generally be two-fold: students’ language
skill development and their achievement of the expected competencies.
The reading passages are selected from different sources and they focus
on life in a big city, learning strategies, traffic accidents, national park
in Ethiopia, health benefits of gardening, the impact of poverty, HIV/
AIDS, equality, equity and justice, and role of computers and internet
in our lives. Students are required to understand the meanings of the
reading texts deeply making interactions with the authors’ thoughts
and their experiences. Similar to the activities in the listening texts,
vocabularies derived from the reading texts, extended speaking and
writing activities are also included in the reading parts.
The vocabulary lessons constitute vocabulary from the listening and

reading texts, phrasal verbs and word formation using affixes (prefixes
and suffixes). The vocabulary is taught through the application of
contextual understanding of meanings, consulting the dictionary and
using other strategies. In teaching vocabulary, we focus more on the
strategies students may employ to understand meanings by themselves.
We believe the students should have this skill because vocabulary is
important for them to develop their reading and listening comprehension,
speaking, writing, spelling, and others. In brief, it is important for their
English language development, communicating ideas, expressing their
ideas in speaking and writing.
Grade 9 English Teacher’s Guide viii
Concerning the grammar lessons, brief notes and many activities are
provided for the students to help them master the grammar elements in
focus. Many of the grammar lessons are presented in situations students
can easily understand and apply: they are developed in simpler ways to
enable the students to express even complex ideas. In other words, the
grammar lessons are taught the way they help students effectively talk
in the language. The grammar elements are taught linearly or cyclically.
Some of the elements such as ‘adverbs of frequency’, ‘conditional
sentences’, and ‘tenses’ appear cyclically, while the rest of the grammar
elements appear only once in the textbook. The speaking and writing
sections derive from the listening and reading activities, and other areas
which are assumed to be important to deal with.
Dear teacher!
The authors and the other experts who participated in the Textbook
development have exerted their efforts to provide quality English
language education for the students. A number of activities in all the
six sections of each unit are provided. We believe activity provision
alone may not help much; it is you, the teacher, who should play the
most important role in helping students learn better, develop their
competencies and become value, knowledge and skill generating
citizens. You need to help students earn the MLC and beyond, because
the MLC is the threshold level for which we expect more advanced
knowledge-base development among students. Therefore, much is
expected from you in:
1. providing additional notes and activities,
2. helping them learn cooperatively through group organization,
3. promoting diverse skills such as interpersonal communication,
problem-solving, creativity, self-confidence, accountability,
knowledge and understanding, and application,
4. promoting the concept of ‘unity in diversity’,
5. developing indigenous knowledge and values,
ix Grade 9 English Teacher’s Guide

6. varying your teaching approach to be responsive to the
diverse needs of students,
7. ensuring balance,
8. making your classroom teaching inclusive: for physically-
impaired students, and for sundry learning styles and
strategies, as an example,
9. helping students develop the language skills at their level,
and
10. ethically addressing ideas, opposing others, and respecting
each other, social integration and others.
Dear teacher!
Cooperative learning through group engagement is very important. Many

of the points raised above can be successfully realized through this method.
Although you may have your own way of organizing groups, we also suggest
the following as an alternative. In order to effectively engage group members,
the group can be organized considering:
1. ability groups,
2. gender,
3. sight-impaired students (if there are any) to be assigned in
different groups, and
4. the number of the group members (4 or 6 members are ideal).
Dear teacher!
In the Teachers’ Guide we have included accurate and possible answers for some
of the activities, and we have suggested directions for students’ responses in
essays and open-ended types of questions. We have also added some guidelines
how you can direct some of the activities to students. However, we expect more
from your creative approach to make your students develop ‘whole personality’.
Grade 9 English Teacher’s Guide x

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Unit
Living in Urban Areas

(16 Periods)
Learning Outcomes:
A tt he e ndof t hi s uni t,l e a r ne r s a r e e xpe c te dt o:

ͬ listen to a variety of texts with medium level understanding
and transfer information,
ͬ interact in English medium in varied communication situations

with comprehensible grammar,
ͬ read medium level reading resources and comprehend contents,
ͬ guess meanings of words using different clues,
ͬ practice pronouncing intonations of auxiliary beginning and

wh-questions accurately,
ͬ select appropriate study skills and apply in learning vocabulary

and other language skills,
ͬ use grammar with reasonable accuracy in communication,

and
ͬ write accurate sentences and paragraphs.
Grade 9 English Teacher’s Guide 1

Listening Skills U
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Urban Life versus Rural Life
I
[Article shared by Manish]
It is r ig h tl y s a id th a t G o d m a d e th e c o u ntr y a nd h u m a n b e ing s m a d e th e
to w n. In th e v il l a g e s , th e p e o p l e l iv e in a n o p e n a tm o s p h e r e . T h e y g e t
f r e s h a ir a nd s u nl ig h t. T h e y inh a l e p u r e o x y g e n w h ic h th e y g e t f r o m th e
trees and waving crops which grow in their fields.
A s c o m p a r e d to th e to w ns ’ p e o p l e , th e p e o p l e in th e v il l a g e s l e a d a
te ns io n f r e e l if e . T h e re is no t m u c h no is e in v il l a g e s . In v il l a g e s , p e o p le
ge ne r a l l y g e t f r e s h v e g e ta b l e s a nd p u r e m il k th e y a l s o c o ns u m e l e s s e r
a m o u nt o f f a s t f o o d w h ic h is v e r y h a r m f u l. T h e r e a r e , h o w e v e r , c e r ta in
a d v a nta g e s w h ic h th e u rb a np e o p le h a v e o v e r th e v il l a g e s . T h e r e a re
m u c h b e tte r e m p lo y m e nt a v e nu e s in to w ns . T h e s e c u r ity s y s te m is a l s o
be tte r in to w ns .
In to w ns , th e p e o p l e o f te n d o no t f e e l b o r e d , a s th e y h a v e s e v e r a l m e a ns
of amusement and entertainment such as visiting different places of
im p o r ta nc e , a v is it to th e z o o , s o m e m u s e u m o r e x h ib itio n, e tc . In to w ns ,
pe o p l e g e t b e tte r e d u c a tio n a s th e r e a r e s o m a ny s c h o o l s , c o lle g e s ,
un iv e r s itie s a nd l ib r a r ie s .
Better medical facilities are available in towns, as there are so many big
hospitals and dispensaries there which are not available in villages. In
towns we can have more variety of goods including food and wearing
articles. We can get the food of our choice at hotels and restaurants.
There are thousands of shops in towns to cater to our needs. Thus, in
certain ways, villages are better while in others, towns are better.

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ʯ Activity 1.2 Listening and filling in the blank spaces.
I
Answers
1. …. o p e n a tm o s p h e r e .
2. … m u c h no is e … .
3. … e m p l o y m e nt a v e nu e s … .
4. … s e c u r ity s y s te m … .
5. …f o o d … w e a r ing … .
ʯ Activity 1.3 Completing sentences based on the

information in the passage.
1. I l ik e to l iv e in a to w n b e c a u s e I c a n g e t m o r e g o o d s to b u y .
2. I p r e f e r to l iv e in a v il l a g e to to w n b e c a u s e in a v il l a g e , th e r e
are free spaces or fields for playing.
3. In v il l a g e s , th e r e a r e m o r e ta m e a nim a l s ( l ik e c o w s , d o nk e y s )
u np a v e d r o a d s , f o r e s ts , f a r m s a nd o th e r s . In to w ns , th e r e a r e
m u s e u m s , c ine m a , h o s p ita l s a nd r o a d ne tw o r k s , a nd to o m a ny
c a rs .
4. In v il l a g e s , th e r e a r e c h a l l e ng e s s u c h a s tr a ns p o r ta tio n a nd
g e tting b e tte r h e a l th f a c il itie s . O n th e o th e r h a nd , in to w ns
th e r e a r e c h a l l e ng e s l ik e g e tting f r e s h v e g e ta b l e s a nd f r e e
s p a c e s .
5. In villages, we can find fresh vegetables, pure milk and natural
food staffs; whereas in towns, there are better education, health
f a c il itie s a nd m o r e e m p l o y m e nt o p p o r tu nitie s .
ʯ Activity 1.4. Answering questions

Possible answers
1. P e o p l e m ig r a te f r o m r u r a l to u r b a n a r e a s b e c a u s e th e y e x p e c t to
g e t a b e tte r l iv ing ( o r f a c il itie s ) in u r b a n a r e a s .
4 Grade 9 English Teacher’s Guide
Listening Skills U
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2. People in urban areas may face problems like housing, traffic t
p r o b l e m s ( o v e r c r o w d ing ) , p o l l u tio n, j o b o p p o r tu nity , tr a ns p o r t, I
e tc .
Dear teacher!
Students are expected to offer different answers to each of the questions;
and there is no right or wrong answers. Allow students to provide answers
freely to help them speak and reflect ideas from their experiences. Please tell
them that they should also learn from their friends’ experiences, because they
may have different experiences for they come from different areas. Please
also appreciate their attempts. If you want to guide the students about their
responses, please do it at the end of their attempts.
3. S a m p le p a ra g ra p h s
a) T h e r e a r e a num be r of pr obl e m s pe opl e f a c e i nc itie s .F ir s t,l ivi ng
in urban areas (or city life) may be difficult to people because
th e ym a ynot ha ve e a s ya c c e s s t ohus ing.S uc hpe opl e m a ybe
obliged to pay rents for houses, which are difficult for them. The
pe opl e m a ynot ha ve a de qua te s a l a r yf or t he ir f oda ndhous ing.
T h e ot he r pr obl e m s a r e a s s oc ia te dw ithl a c kof f a c il itie s t he y
have expected when they migrate to urban areas. The difficulty
oc c ur s due t ol a c kof m one y . T he t hi r dpr obl e m i s a s s oc ia te dw ith
po l l ut ionw hi c hus ua l l yoc c ur s i nc itie s c om pa r e dt or ur a l a r e a s .
T h e r e f or e ,w e c a ns a yt ha tl ivi ngi na c ityha s a l ot of pr obl e m s .
b) L ivi ngi nr ur a l a r e a s ha s pr ob l e m s .O ne of t he pr obl e m s i s t he
a b s e nc e or s hor ta ge of f a c il itie s pe opl e r e qui r e f or l ivi ng. T he
pe opl e l a c k,f or i ns ta nc e ,j obs ot he r t ha nf a r m ing,a ndt r a ns por t
and education facilities are not also easy to find. Moreover, rural
pe opl e t oi l ve r ym uc hbe c a us e t he ydonot ha ve a nyot he r m e a ns
of f a r m ingt ha nus ingt he ir oxe n. A s a r e s ul t,t he pe op l e m igr a te
to c itie s f or a be tte r l if e w hi c ha l s ogi ve s t he m a bur de nt ot he ir
l iv e s w hi c ha r e di s tinc tf r om t he t ype s t he yus e dt oha ve i nr ur a l
a re a s.

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t Dear teacher!
I The example paragraphs given above may not be adequate; so they should
not be taken for granted as if they were the only paragraphs that could be
developed. We advise you to allow students to write their own paragraphs,
and then let them read them to class. If you find that it is time-taking to allow
all to read their paragraphs, take a few students’ paragraphs as samples and
let others peer-read their paragraphs for peer-feedback. When you listen to
the students’ paragraphs, focus more on their ideas and try to give feedback
(in the form of explanations) at the end about the grammar errors you heard
students have committed repeatedly.
Students might have difficulty in developing paragraphs.
a) You need, therefore, to understand their problem from their
paragraphs; so, give them some guideline about how they can
write a paragraph giving them sample/s.
b) Another alternative is you can give them some guideline about
how they can develop the type of paragraph in the task given
before they attempt writing the paragraph.
c) For other types of paragraphs which are not related to the current
task, you can give them guideline about the type of paragraph
required in the task
1.2 Reading Skills
ʯ Activity 1.5 Answering questions before reading the

text.
Dear teacher!
The students will have a variety of responses for questions 1-3. Accept their
responses with appreciation because the purpose of these questions is to help
students augment their interest and stimulate their background knowledge in
relation to rural and urban life.

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Meanings of words included in number 4 t
c om pe tition= c ont e s tf or s om e thi ng I

m e tr opl ita n= c onne c te dt ol a r ge c ityl if e .
pol l ut ion = di r tine s s
r e s ide = tol ive i na c e r ta inpl a c e .
ʯ Activity 1.6 Reading the passage: true/ false questions.
1. T r ue 5. T r eu 8. T r ue
2. T r ue 6. T r eu 9. T r ue
3. T r ue 7. T r eu 10.F a ls e
4. F a ls e
ʯ Activity 1.7 Completing sentences.
1. It is no t e a s y to s h o p a r o u nd in th e m a r k e ts b e c a u s e they are
usually crowded.
2. A g o o d l if e in a b ig c ity is a l m o s t im p o s s ib l e u nl e s s y o u are
well settled.
3. In b ig c ity , e v e r y p r o d u c t ne e d s to b e a d u l te r a te d b e c a u s e o f
o f h ig h r a te o f p o p u l a tio n a nd d e m a nd f o r r e s o u r c e s a r is e s .
4. T h e r e c r e a tio na l a c tiv itie s s ta te d in th e p a s s a g e inc l u d e
g a r d e ns , a m u s e m e nt p a r k s , r e s ta u r a nts , o r c l u b s .
5. T h e m a in id e a o f p a r a g r a p h f o u r is d is c u s s ing th e d is a d v a nta g e s
of city life such not getting natural food staffs or being forced
to h a v e a d u l te r a te d f o o d s , p o l l u tio n a nd o th e r s .
ʯ Activity 1.8 Asking and answering questions in sets A

and B

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i Dear teacher!
t
Students may give different responses, but possible answers are provided to
I you as a guide below.
Possible answers
Question set ‘A’
S tude nt A : H ow l ongha ve youl ive di na c ity?
Student B: I have lived in the city of Bahir Dar for five years.
S tude nt A : Is i tgodr ba df or c hi l dr e nt ogr ow upi na c ity?
S tude nt B : I thi nk, it is god f or c hi l dr e n to gr ow up in a c ity be c a us e
the yc a nge tbe tte r s c hol ,he a l thf a c il itie s a ndot he r s .
S tude nt A : W ha ti s t he be s tpa r tof l ivi ngi na c ity?
S tude nt B : I thi nk, the be s t pa r t of l ivi ng in a c ity is ha vi ng god
tr a ns por ta tions ys te m .
S tude nt A : W ha ti s t he bi ge s tc ityi nour c ount r y?
S tude ntB : Inour c ount r y ,t he bi ge s tc ityi s A di s A ba ba .
S tude nt A : S houl dm or e or l e s s pe opl e l ive i nc itie s ?
S tude nt B : I thi nk on bi g c itie s , l e s s pe opl e m us t l ive be c a us e the
hous ingpr obl e m i s s til l t he r e .
Question set ‘B’
S tude ntB : D oyul ike t ovi s itc itie s f or hol ida ys ?

‘‘
S tude nt A : Y e s ,onho l ida ys ,I l ike t oc itie s l ike B a hi r D a r ,D ir e D a w a a nd

ot he r s .
S tude ntB : W ha ti s t he w or s tpa r tof l ivi ngi na c ity?
S tude nt A : I thi nk, the w or s t pa r t of l ivi ng in a c ity is hous ing a nd pol l ut ion.
Student B: What are the differences between big and small cities?
Student A: I think, the differences between big and small cities are many,
but I c a n s ta te one . In bi g c itie s the r e a r e too m a ny pe opl e a nd
c a r s , but in s m a l l c itie s the num be r of pe opl e a nd c a r s is not tha t
m uc hbi g.
S tude ntB : D oyul ike l ivi ngi na c ity?
S tude nt A : N o, I do not l ike l ivi ng in a bi g c ity , b e c a us e the r e w oul d be
congestions of traffic and population.
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1.3 Vocabulary Development i
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1.3.1 Vocabulary from the reading passage
I
ʯ Activity 1.9 Matching the words in Column A with their
meanings in Column B.
1. d 4.g 7.e
2. i 5.b 8.a
3. f 6.c 9.h
1.3.2 Phrasal Verbs
Dear teacher!
Students may have difficulty to understand what ‘phrasal verbs’ are. Please
explain what they are and how they are formed with adequate examples.
Some ideas about them are included in the students’ book.
ʯ Activity 1.10 Sentence construction using phrasal

verbs.
Phrasal
Meaning Example
Verb
a c tout P e r f or m s om e thi ng T he y acted outthe s tor yons ta ge .
w itha c tions a nd
ge s tur e s…
a c ton T ot a ke a c tionbe c a us e T eh pol ic e w e r e acting ona t ipf r om
of s om e thi ngl ike a ni nf or m e r a ndc a ught t he t hi e f .
inf or m a tionr e c e ive .d
a c tup B e ha ve ba dl yor T eh c hi l dr e nha ve be e n acting up
s tr a nge ly . a ga in.
a don Inc l ude i na T he r e f e r e e added on
c a l c ul a tion. five minutes of inj ur y time.
a dup T om a ke a T he a c c ount a nt added upt he t ot a l
m a the m a tic a l t ot a l . e xpe ns e s .

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i a im a t T ot a r ge t. T he s tudy aims ate xa m inings tude nts ’
t
be ha vi or .
I a l l ow f or Inc l deu s om e thi ngi na The teacher will not finish the lesson if
pl a nor c a l c ul a tion. he allows for s tude nts ’ m is be ha vi or .
a l l ow of M a ke pos s ibl e , pe r m it. T he r e gul a tionof t he s c hol allows of
students’ right to ask for clarification.
ba c ka w a y R e tr e a tor go T he s ol di e r doe s not s e e m t o back
ab c kw a r ds . away from the fighting.
ba c kdow n R e tr a c tor w ithdr a w T he m a n backs downhi s pos ition

your pos itionor w he nhe nk ow s t he t r ut h.
pr ops a l i na n
a r gum e nt.
ba c kup M a ke a c opyf Y o une e dt o back upyour w or k.
c om put e r da ta or
s om e thi ng.
1.4 Grammar
In this Unit, students will learn about multiple grammar elements: tag
questions, simple present, present continuous tenses, wh-questions using
simple present and present continuous tenses, yes/no questions, and questions
with auxiliary verbs. Dear teacher, you should provide different examples
in each of them than the ones given in the students’ book. Since it may be
confusing for them to study multiple grammar elements, your support for
them to understand and use the different grammar elements is very much
required.
1.4.1 Tag questions
ʯ Activity 1.11 Giving the tag questions for the statements.
1. …,a r e n’ tyou? …,4. ha ev n’ tt he y? 6.…,doe s n’ the ?

2. ,doe… s s he ? …,5.i s n’ the ? .,7…i s n’ ti t?
3. …,i s i t?

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ʯ Activity 1.12 Underlining the tag questions.
I
Daniel is sitting alone in the field. He looks around and speaks to himself. “Birds
a r e f r e e , a r e n’ t the y? They can fly at large, c a n’ t the y ? T he y a r e not the be s t of
c r e a tions l ike m a n, a r e the y? M a n is the be s t c r e a tion of G od, is n’ t he ? H e
cannot fly in the sky, c a n he ? B ir ds a r e a pa r t of o ur e nvi r onm e nt. B ut the y do
not pol l ut e our e nvi r onm e nt, do the y ? It is m a n w ho pol l ut e s hi s e nvi r onm e nt,
d oe s n’ t he ? W e s h oul d not pol l ut e our e nv ir onm e nt, s houl d w e ? O ur pe opl e a r e
not e duc a te d. If the y a r e e duc a te d the y w il l be c om e c ons c ious , w on’ t the y ? O ur
p e opl e m us t be e duc a te d, m us tn’ t the y ? O h! T he s un is a l r e a dy s e t. I a m l a te f or
h om e , a r e n’ tI ? I ha ve t or e tur nnow , ha ve n’ tI ?
Dear teacher!
Please advise students to check their answers in pairs to the tag
questions in the above paragraph. Activity 1.11 requires students to
discuss each other how the tag questions in 1.10 are formed. Therefore,
please advise them to discuss how the tag questions are formed.
ʯ Activity 1.13 Adding tag questions
1.,w oul dn’ tyou? 4.…,w e r e t he y? 6.…,s houl dI ?

2…,di dn’ tt he ?y 5.…,i s n’ ti t? 7.…,ha ve n’ tI ?
3…,w il l he ?
1.4.2 Expressing habitual actions using the Simple Present

Tense
Dear teacher!
Please help students understand the forms of the simple present tense based
on the simple present verbs included in the paragraph.

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ʯ Activity 1.14 Identifying the simple present verbs.
I
Paragraph
M so t p e opl e ond ’ t l ike bugs , but D oc tor A s te r l ove s the m ! In f a c t, he r nic kna m e
is D oc tor B ugs . H e ’ s a phot ogr a phe r a nd a n e ntom ol ogi s t. A n e ntom ol ogi s t
s tudi e s ugsb . D oc tor A s te r ’ s f a vor ite bug is the a nt. S he goe s a l l ove r the w or l d
to s tudy a nts .S he w a tc he s the m a s the y e a t, w or k, r e s t, s l e e p , a nd fight.S he ta ke s
p hot ogr a phs of the a nts . S he l ie s on the gr ound w ith he r c a m e r a a nd w a its f or
th e r igh t m om e nt. T he a nts a nd ot he r bu gs of te n bi te he r , but tha t doe s n’ t s top
D oc tor B ugs .S he ha s a ni nte r e s tinga ndunus ua l j ob,a nds he l ove s i t!
ʯ Activity 1.15 Deciding whether or not the verbs in

bold are in their correct present form,
and supplying the correct forms for the
incorrect ones.
H a og s is a m e c ha nic . H e knows a l ot a outb c a r s . H e works a t a ga r a eg .

H e fixes c a r s a nd talks to c us tom e r s . T eh y ask que s tions a bout the ir
c a r s . H a gos worksf r om 8: 0a .m .t 10:o 0a .m .
ʯ Activity 1.16 Supplying the correct simple present

forms of the verbs.
1. ha ve 6.go 1 1.ha s
2. go e s 7.goe s 12.ha s
3. go e s 8.doe s 13.goe s
4. ha ev 9.goe s 14.ha ve
5. ha ve 10.doe s
1.4.3 The Present Continuous Tense
ʯ Activity 1.17 Underlining the present continuous forms

of the verbs in the dialogue.
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Dialogue i
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On the Telephone
I
M hao m m e d:
H e l l o,c a nI s pe a kt oZ e l e k e ?
Z e le ek : T hi s i s Z e l e ke ,w ho is s pe a ki ng ?
M oha d: H m m e i,t hi s i s M oha m m e d.
Z e le ke : H iM oha m m e d. W ha t a r e you doi ng ?
M oha :d m m e
W e l l ,I ’ m c oki ng di nne r .
Z e le ke : W ha t a r e you c oki ng ?
M oha m m e
:d I ’ m ba ki ng s om e pot a toe s ,a nd boi l ing s om e c a r r to s .
Z e le ke : I ts ounds de l ic ious .
M oha :d m m e
W ha t a r e you doi ng f or di nne r t oni ght ?
Z e le ke : W e l l , I don’ tha ve a nypl a ns .
M oha :d m m e
W oul dyoul ike t oc om e ove r f or di nne r ?
Z e le ke : O h,I ’ dl ove t o. T ha nks .
M oha :d m m e
G r e a t. Z e ine ba a nd M ul a ta r e a l s o c om ing . T he y a r e a r r ivi ng a t
s e ve n.
Z e l e ek : O k,I ’ l l be t he r e a ts e ve n,t o.
M hao m m e d: O k,s e e yout he n.B ye .
Z e l e ke : B ye .
ʯ Activity 1.18 Using the Present Simple or Present

Continuous to complete the dialogue.
C ah l tu: ( 1) Do you travel a l ot t o H a w a s s a ?

Z ina s h: Y e s ,but I ( 2) do not go a w a ya s of te na s m yda doe s.
C ha l tu: ( 3) Does he often fly?
Z ina s h: Y e a h,e ( 4) does.
C ha l tu: ( 5) Does your m um us ua l l y stay a thom e w he nhe ’ s a w a y? Y e s ,
Z ina s h: bu t m y a unt S il e na t a nd m y c ous in A l e m ,u ( 6) come to uro
hous e s om e tim e s a nd ( 7) spend tim e w ith us but K a s s a hun( )8
does not come ve r yof te n.
C ha l tu: O h,w hynot ?

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i Z ina s h: W e l l , f r om M onda y to F r ida y he ( 9) studies ha r d. S om e tim e s a t
t w e e ke nds he ( 10) watches T V l a te a t night , but m y a nu t ( 1 1) does
I not like tha t.
C ah l tu: W ha tdoyut hi nkhe ( 12) is doing now ? I t’ s S nu da y .
Z ina s h: M a ybe he ( 13) is sitting in hi s r om . H e ( 14) loves films, so
p e r ha ps he ( 15) is watching one now .
C ha l tu: W ha t a bout your a unt , Z ina s h? W ha t ( 16) is s he doing a t the
m om e ntw he nhe r s oni s a thom e ?
Z ina s h: I thi nk s he ( 17) is cooking be c a us e A l e m u( 18) likes e a ting s o
m uc h .
ʯ Activity 1.19 Supplying simple present or present

continuous forms to express future
action.
1. T h e y a r e g e tting m a r r ie d o n S a tu r d a y .
2. W h e n d o e s th e w e d d ing ta k e p l a c e ?
3. It ta k e s p l a c e o n S a tu r d a y .
4. B u t w h a t tim e d o e s it s ta r t?
5. T h e w e d d ing c e r e m o ny s ta r ts a t 1 1 o ’ c l o c k in th e A l l S a ints
c h u rc h .
6. A r e y o u c o m ing ?
7. B u t I a m l e a v ing e a r l y in th e m o r ning , b e c a u s e m y d a d is g o ing
to w o r k b y c a r . . . .
8. B y th e w a y , a r e y o u d o ing a ny th ing to m o r r o w m o r ning ?
9. It d e p a r ts a t 9 . 3 5 .
Dear teacher!
Students need to know when they can use the simple present and the present
continuous tenses. Please give them explanations about the situations why
they should select one of them in Activity 1.17.

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1.4.4 Question Types i
A. Wh- Questions t
T h e w h - q u e s tio ns a r e f o r m e d b y u s ing w h o , w h a t, w h e r e , w h y , w h e n,
I
w h ic h , a nd h o w . L e a r n h o w th e q u e s tio ns a r e f o r m e d f r o m th e f o l l o w ing
e x a m p le s .
ʯ Activity 1.20 Answering wh-questions.
Possible answers
1. S h e c o o k s fo o d .
2. M y f a v o r ite s p o r t is f o o tb a l l .
3. T h e r e a r e 1 1 p l a y e r s in a f o o tb a l l te a m ?
4. T h e a ns w e r f o r th is q u e s tio n is o p e n e nd e d .
5. People like to live in urban areas because they get different
f a c il itie s .
6. P e o p l e l ik e to l iv e in r u r a l a r e a s b e c a u s e l if e is g o o d th e r e .
7. I l ik e th e E ng l is h l a ng u a g e m o s t.
B. Yes/ No Questions
T h e ‘ y e s / no ’ q u e s tio ns a r e f o r m e d b y u s ing th e ‘ d o v e r b s ’ ( d o , d o e s ,
id d ) , ‘ h a v e v e r b s ’ ( h a s , h a v e , h a d ) , a nd m o d a l v e r b s ( c a n, c o u l d , m a y ,
m ig h t, m u s t, o u g h t to , e tc . ) .
ʯ Activity 1.21 Giving answers to questions.
1. D o y o u l ik e y o u r E ng l is h l e s s o ns ?
a) Y e s I, do.
b) N ,Io ond ’ t.
2. D o y o u h a v e a g a r d e n?
a) Y e s I, do.
b) N ,Io ond ’ t.
3. A r e th e r e b ig b u il d ing s in u r b a n a r e a s ?

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i a) Y e s t, he r e a r e .
t b) N ,to eh r e a r e n’ t.
I 4. Is th e nu m b e r o f s c h o o l s in u r b a n a r e a s m o r e th a n th o s e in r u r a l
a re a s ?
a) Y e s i, ti s .
b) N ,io ti s n’ t.
5. D o e s a s tu d e nt in a r u r a l a r e a s c o r e e q u a l to th e o ne w h o is in
u r b a n a r e a in s c h o o l l e a v ing e x a m ina tio n?
a) Y e s ,he / s eh oed s.
b) N ,heo / s eh oed s n’ t.
6. H a s th e te a c h e r g iv e n y o u a r e a d ing a c tiv ity ?
a) Y e s ,he / s eh ah s.
b) N ,heo / s eh ah s n’ t.
7. M u s t y o u c a l l h im a g a in?
a) Y e s I, m us t.
b) N ,Io m su tn’ t.
ʯ Activity 1.22 Developing questions using ‘wh’,

auxiliary’ or ‘modal verbs’ for the given
answers.
1. W h e r e a r e y o u l e a r ning ?
2. D o y o u l ik e to l e a r n E ng l is h ?
3. C a n y o u s w im ?
4. W h e r e d o y o u l ik e to l iv e ?
5. W h a t d o e s s h e l ik e m o s t?
6. W h e re d o e s h e w o rk ?
7. M u s t th e y r e a d b o o k s to u nd e r s ta nd th e te ns e s m o r e ?
8. Is s h e a s tu d e nt?

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ʯ Activity 1.23 Selecting the appropriate wh-words(what,
I
where, when, why, who, how, how many)
to form questions in Column A, and
matching with answers in Column B.
1. Who is th a t b o y ? That’sFeleke, my friend.

2. Where a r e T e s f u a nd D il ne s a ? They are in Debre Tabor.
3. When d o y o u h a v e E ng l is h l e s s o ns ? On Monday and Friday.
4. How’s y o u r m o th e r , M o l l a ? She is fine, thanks.
5. How many r o o m s a r e th e r e in y o u r h o u s e ? They are six
rooms.
6. What’s y o u r f a v o r ite h o b b y ? Dancing.
7. Why d o y o u r f r ie nd s l ik e G a y nt? Because it’s nice and
peaceful.
8. What’s th e m a tte r W o r k u ? My foot hurts.
ʯ Activity 1.24 Changing the sentences into ‘wh-

questions’ and ‘yes/ no questions’ about
the underlined words or phrases.
1. M r . L e l is a a nd M r s . T ir h a s h a v e g o t tw o c h il d r e n.
2. Y e s / no q u e s tio n: Do Mr. Lelisa and Mrs. Tirhas have two
children?
W h - q u e s tio n: How many children do Mr. Lelisa and
Mrs. Tirhas have?
3. M e s e r e t is m y f a v o r ite a c tr e s s .
Y e s / no q u e s tio n: Is Meseret your favorite actress?
W h - q u e s tio n: Who is your favorite actress?
4. D a nie l is a s h o p k e e p e r .
Y e s / no q u e s tio n: Is Daniel a shopkeeper?
W h - q u e s tio n: What does Daniel do?
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1.5 Speaking Skills
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1.5.1 Speaking activity based on the reading passage
ʯ Activity 1.25 Speaking about the pictures using some

verbs given.
Dear teacher!
Pictures of people with some household materials like TV are presented

for students to help them speak about what they see using the verbs given.
Therefore, the students will produce various types of accurate sentences.
However, some model sentences that would serve for correcting students’
speaking are provided below. Therefore, please help students speak more
using not only the given verbs but also using their own. This will help them
have more practices for their speaking development.
1. S h e r e a d s h e r e x e r c is e b o o k .
2. S h e w a tc h e s T V p ro g ra m .
3. H e p l a y s f o o tb a l .
4. T h e y r e a d a b o o k to g e th e r .
ʯ Activity 1.26 Speaking about why and why not they

want to live in rural areas.
Dear teacher!
The purpose of this activity is to help students speak confidently on explaining

why they choose something to do. The information they need for giving
reasons for choosing or not choosing to live in rural areas are given in the
table. Then, the students are only required to organize the ideas in a way that
they can present them logically and coherently. Therefore, while there are
various ways of presenting their ideas, the following sample presentations are
given so that you can let them know what gaps they can work on.

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Sample 1: Supporting rural life i
t
I l ike l ivi ng in r ur a l a r e a s b e c a us e the r e a r e s e ve r a l a dva nta ge s . F ir s t, the r e a r e I
l o ts f r e e s pa c e s to us e f or pl a yi ng, ga r de ning, j ogi ng, e tc . In the r ur a l a r e a s you
c a n a l s o ha ve your ow n pr iva te hom e w ith its c om poun d to l ive in. B e s ide s ,t he r e
a r e be a ut if ul s c e ne r y a r ound a nd r e f r e s h your s e l f e a s il y . E ve n, the pa c e of l if e
is s l ow e r a nd m or e r e l a te d. M or e ove r , m os t pe opl e l ive in c l os e c om m uni tie s
a nd the y know e a c h ot he r . T he r e f or e , ge ne r a l l y , l ivi ng in r ur a l a r e a s gi ve s m uc h
more benefits like having sufficient places, owning private home, inspiring with
b e a ut if ul ge ogr a phya ndc r e a tings tr ongs oc ia l bonda ge .
Sample 2: Ideas against rural life
I do not l ike l ivi ng in r ur a l a r e a s be c a us e the r e a r e va r ious di s a dva nta ge s . F ir s t,

you cannot find suitable road networks for moving from place to place. There
is no hope f or publ ic tr a ns p or ta tion. Y ou do not a l s o ha ve s hops to buy gods .
B e s ide s , the r e is no a c c e s s to be tte r he a l th c e nte r s . E ve n, the s c hol s a r e l oc a te d
to o f a r f r om the c om m un itie s ’ s ur r oun d ing. M or e ove r , you c a nnot ge t pur e
w a te r a nd e l e c tr ic ity . T he r e f or e , l ivi ng in r ur a l a r e a s is not a dvi s a bl e a s it c a us e s
to l os e c om f or ta bl e r oa d ne tw or ks , m or e s hops , be tte r he a l th c e nte r s , s c hol s,
p ur e w a te r a nde l e c tr ic ity .
1.5.2 Pronunciation: Rising and falling intonations
Dear Teacher!
Please note that some explanations on rising and falling intonations are
given in the students’ textbook. If you think they need more you can give
them additional notes from internet and get them practice on both intonation
patterns. Some examples students will supple for each intonation is given.
A rising intonation ( ) pattern w oul d be us e d m a inl y f or yes/no questions
a nd question tags s how ing unc e r ta inty a nd r e qui r ing a ns w e r s . It invi te s the
s pe a ke r t oc ont inue t a l ki ng.

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ʯ Activity 1.27 Practicing intonation in pairs.
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Dear teacher!
We understand that ‘intonation’ is difficult for the students to produce accurately
in a ve r y s hor t tim e . P l e a s e e nc our a ge the m to pr a c tic e pr oduc ing the f ol l ow ing
s e nte nc e s a nda dyour ow ns e nte nc e s of t he t ype s f or m or e pr a c tic e .
1. Y e s / no Q u e s tio n ( Q u e s tio ns th a t c a n b e a ns w e r e d b y ‘ y e s ’ o r
‘ no ’ . )
■ D oyuknow your t e a c he r ’ s na m e ?
■ H a ve youdne t he a s s ignm e nt?
■ D oyuha ve a ny que s tion?
2. Q u e s tio ns ta g s th a t s h o w u nc e r ta inty a nd r e q u ir e a n a ns w e r
■ W e ha ve a gr e e d, ha ve n’ tw e ?
■ Y oune e dbr e a d, don’ tyou?
■ Y ou’ r e a ne w s tude nt a r e n’ tyou?
Falling intonation ( ) is c om m onl y f ound in w h- que s tions ( inf or m a tion
questions), confirmatory question tags.
ʯ Activity 1.28 Practicing intonation individually.

3. Wh - questions ( r e q u e s ting inf o r m a tio n. )
( q u e s tio ns b e g inning w ith ‘ w h o ’ , ‘ w h a t’ , ‘ w h y ’ , ‘ w h e r e ’ ,
‘ w h e n’ , ‘ w h ic h ’ , a nd ‘ h o w ’ )
■ W ha ti s oury na m e ?
■ W och a na ns w e r t hi s que s tion?
■ W osh e ep ni s It?
4. Question Tags that are statements requesting confirmation
r a th e r th a n q u e s tio ns .
■ H e i s s oc l e ve r ,doe s n’ t eh ?
■ W e f a il e dt he t e s tbe c a us e w e di nd ’ tr e vi s e ,di d w e ?
■ Itoed s n’ ts e e m t obt eh r ih m m uc ,doeh s it?
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1.6.1 Constructing sentences
ʯ Activity 1.29 Constructing sentences.

Dear Teacher!
Please note that the students can provide different sentences to explain why
they choose or do not choose to live in a city. However, sample answers given
below. Please also check whether or not each student gets correction from
her/his partner.
1. I c h o o s e to l iv e in a c ity b e c a u s e th e r e a r e s e v e r a l g o o d th ing s
s u c h a s tr a ns p o r ta tio n, h e a l th c a r e , p u r e w a te r , a nd b e tte r
e d u c a tio n f o r a l iv ing .
2. I l ik e to l iv e in a c ity b e c a u s e in a c ity th e r e a r e l o ts o f
r e c r e a tio na l a r e a s a nd r e s ta u r a nts .
3. I d o l ik e to l iv e in a c ity b e c a u s e in a c ity th e r e a r e no is e s a nd
c r o w ne d p o p u l a tio n th a t th r e a te ns m y l if e .
4. I d o no t c h o o s e to l iv e in a c ity b e c a u s e th e r e s e v e r a l c h a l l e ng e s
s u c h a s h o u s ing , p o l l u tio n, a nd ins e c u r ity .
ʯ Activity 1.30 Constructing sentences and developing

them into a paragraph.
Sample sentences
1. I l iv e in a v il l a g e s u r r o u nd ing b y f o r e s ts a nd s tr e a m s .
2. Ia m h a p p y to l iv e in m y v il l a g e .
3. I can find several animals such as cows, donkeys, and goats for
o u r m e a ns o f l iv ing .
4. T h e r e a r e l o ts o f f r e e s p a c e s f o r p l a y ing f o o tb a l l , r u nning a nd
r e l a x ing .
5. In m y v il l a g e , th e r e a r e e l d e r s w h o s h o w m e w h a t to d o o r no t
to d o to l e a d a b e tte r l if e .
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I ʯ Activity 1.31 Developing sentences into a paragraph
ɩ Sample paragraph
L iv ing in r u r a l a r e a g iv e s m e e no r m o u s s a tis f a c tio n. T h e f o r e s ts a nd
s tr e a m s a r o u nd m y v il l a g e b e c o m e s o u r c e m y h a p p ine s s . T h e r e a r e
also m a ny c o w s a nd p e ts th a t c a n b e u s e d f o r m y m e a ns o f l iv ing a
be tte r l if e . Besides, th e r e a r e l o ts o f f r e e s p a c e s f o r p l a y ing f o o tb a l l ,
r u nning a nd r e l a x ing . Moreover, in m y v il l a g e , I h a v e e l d e r l y f a th e r s
a nd m o th e r s w h o s h o w m e w h a t to d o o r no t to d o f o r l iv ing a h a p p y
l if e . Generally, th e na tu r a l e nv ir o nm e nt, th e a nim a l s , th e s p a c io u s a r e a s
a nd e l d e r l y c o nc e r ne d p e o p l e m a k e m y l if e d e l ig h te d a nd c o m f o r ta b l e
in m y v il l a g e .

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Unit
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(15 Periods)
Learning Outcomes
At the end of this unit, learners are expected to:

ͬ interact in English medium in varied communication situations

with comprehensible grammar,
ͬ extend their vocabulary through collocations,
ͬ use vocabulary during interaction appropriately,
ͬ practice pronouncing intonations of auxiliary beginning and

wh-questions accurately,
ͬ select appropriate study skills and apply in learning vocabulary

and other language skills,
ͬ use connectors addition and sequence connectors with

reasonable accuracy in communication,
ͬ generate simple past and past continuous tenses accurately,

and
ͬ write accurate sentences, paragraphs and essays.

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2.1 Listening Skills
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Dear teacher!
Pictures on characterizing a good language learner are given in order to help

students activate their background knowledge about learning English. Help
students brainstorm on the various learning conditions or opportunities by
getting them into pairs.
ʯ Activity 2.1 Characterizing a good language learner.
Possible answers (responses)
1. I think a good language learner can plan his/her time for study.
2. He/she can locate the learning resources.
3. In my view, a good language learner defines his/her learning
goal, etc.
Dear teacher!
Below is the listening passage prepared for the students. Please try to audio-
tape the passage, but if it is not possible to audio-tape, please read it twice with
a moderate speed to the students so that they can answer the questions based
on it. If you realize that the students haven’t understood you after you have
read it twice, you can repeat your reading the third time.
Study Skills
Many studies about language learning ask the question: What makes
a good language learner? There are some things that good language
learners do and some things they do not do. Here are some of the most
useful suggestions from studies. Learners, for instance, should not be
afraid of making mistakes. People often get things wrong; so, good
language learners should notice their mistakes and learn from them.
Learners should do activities in groups.

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P e o p l e u s e l a ng u a g e to c o m m u nic a te w ith o th e r p e o p l e . A g o o d l a ng u a g e
l e a r ne r a l w a y s l o o k s f o r o p p o r tu nitie s to ta l k w ith o th e r s tu d e nts . T h e y II
s h o u l d a l s o m a k e no te s d u r ing e v e r y c l a s s . N o te s h e l p y o u to r e m e m b e r
ne w l a ng u a g e . L o o k a t y o u r no te s w h e n y o u d o y o u r h o m e w o r k . A no th e r
im p o r ta nt th ing l e a r ne r s s h o u l d d o is u s e l a ng u a g e u s ing a d ic tio na r y .
G o o d l a ng u a g e l e a r ne r s o f te n u s e d ic tio na r ie s to c h e c k th e m e a ning o f
w o r d s th e y d o n’ t k no w . T h e y a l s o m a k e th e ir o w n v o c a b u l a r y l is ts .
D o y o u th ink th e r e a r e a l s o o th e r th ing s s tu d e nts s h o u l d d o to l e a r n a ne w

l a ng u a g e , s u c h a s E ng l is h ? Y e s , th e y s h o u l d a l s o th ink in th e l a ng u a g e
yo u ’ r e l e a r ning o u ts id e th e c l a s s r o o m . W h e n y o u ’ r e s h o p p ing o r w a l k ing
do w n th e s tr e e t, r e m e m b e r u s e f u l w o r d s a nd p h r a s e s . S o m e tim e s , w h e n
yo u ’ r e a t h o m e , s a y ne w w o r d s to p r a c tic e y o u r p r o nu nc ia tio n. L e a r ne r s
s h o u l d a l s o e ng a g e in e x tr a p r a c tic e . T h e y s h o u l d te s t a nd im p r o v e th e ir
l a ng u a g e , r e a d ing a nd l is te ning s k il l s w ith s e l f - s tu d y m a te r ia l . B e s id e s ,
th e y h a v e to im a g ine th e m s e l v e s s p e a k ing in th e l a ng u a g e . M a ny g o o d
l a ng u a g e l e a r ne r s c a n s e e a nd h e a r th e m s e l v e s s p e a k ing in th e l a ng u a g e .
T h is h e l p s th e ir m o tiv a tio n. A b o v e a l l , th e y h a v e to e nj o y th e p r o c e s s o f
l e a r ning . G o o d l a ng u a g e l e a r ne r s h a v e f u n w ith th e l a ng u a g e . W a tc h a
TV series or film, listen to songs, play video games or read a book. It’s
ne v e r to o l a te to b e c o m e a g o o d l a ng u a g e l e a r ne r .
Adapted from www.britishcouncil.org/learnenglish
ʯ Activity 2.2 Listening to the text and answering

questions.
1 . S h o u l d n’ t b e a f r a id o f m a k ing m is ta k e s
2 . a ) . no tic e th e ir m is ta k e s a nd l e a r n f r o m th e m .
b ) .doa c tivi tie s i ngr oups
c ) m. a ke not e s / r e f e r t odi c tiona r y
3 . u s e f u l w o r d s a nd p h r a s e s .
.4 w he nt he ye nj oyt he rp oc e s s of l e a r ninga nds pe a kt he l a ngua ge

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1. H o w o ne s tu d ie s h is / h e r s u b j e c ts ?
I m a ek not e s ; I a s kf r ie nds f ro eh l p; I r e f e r t oa di c tiona r y; a ndI
f ru the r r e f e r t obks i nt he l ibr a r y ,e tc .
2. I tr y to g e tm e a ning s o f w o rd s fro m th e c o nte x ts th e y a r e u s e d ,
o r Ir e f e r to th e d ic tio na r y . I m a y a ls o a s k m y te a c h e r o r m y
f r ie nd s fo r m e a ning s o f w o rd s . S o m e tim e s , I a l s o g o o g l e o r
s u r f th e inte r ne tf o r m e a ning s o f w o rd s .
Dear teacher!
Students might give almost similar kinds of answers to the questions in the
textbook. In case there are important points they haven’t stated, please supply
the missing points at the end. Beyond the expected answers to the questions,
you can also extend the questions so that the students can give the advantages
of the answers they have given. This will provide them with the opportunity to
reason out ideas and develop their speaking ability.
3. S a m p le p a ra g ra p h
When I am asked to do tasks with a friend or friends, I usually contribute ideas
about the issue we discuss. If we are more in number in the group, we will choose
a chairperson to lead us and a secretary to jot down all that we discuss. Then,
we contribute ideas from our experiences in relation to the point of discussion.
What we do in our discussion is raise any points freely, argue on the raised
points and agree at the end. The main thing we do is we argue, understand each
other and make decisions together. If we get difficulty in our decision, we may
raise the point to whole class for further discussion. This is what we do when
we accomplish tasks together with my partners.
Dear teacher!
The example paragraph given above may not be adequate; so it should not
be taken for granted as if it were the only paragraph that could be developed.
We advise you to allow students to write their own paragraph, and then let
them read it to class. If you find that it is time-taking to allow all students to
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read their paragraphs, take a few students as samples and let others peer- i
read their paragraph for peer-feedback. When you listen to the students’ t
paragraphs, focus more on their ideas and try to give feedback (in the form of II
explanations) at the end about the grammar errors you heard students have
committed repeatedly.
Students might have difficulty in developing paragraphs.
a) Y oune e d,t he r e f or e ,t ounde r s ta ndt he ir pr obl e m f r om t he ir pa r a gr a phs ;
s o,gi ve t he m s om e gui de l ine a bout how t he yc a nw r ite a pa r a gr a ph
gi vi ngt he m s a m pl e / s .
b) A not he r a l te r na tive i s youc a ngi ve t he m s om e gui de l ine a bout how t he y
c a nde ve l opt he t ype of pa r a gr a phi nt he t a s kgi ve nbe f or e t he ya tte m pt
w r itingt he pa r a gr a ph.
c) F or ot he r t ype s of pa r a gr a phs w hi c ha r e not r e l a te dt ot he c ur r e ntt a s k,
youc a ngi ve t he m gui de l ine a bout t he t ype of pa r a gr a phr e qui r e di nt he
ta s k.
2.2 Reading Skills
ʯ Activity 2.4 Answering questions based on personal

experiences.
Dear teacher!
The students will have a variety of responses for questions 1 and 2. Accept
their responses with appreciation because the purpose of these questions is to
help students raise their interest and stimulate their background knowledge
in relation to learning strategies.
Meanings of words included in number 3
s tr a te gy= a pr ao c h
pl a n= out l ine / a r r a nge
m a na ge = ha ndl e
s tyl e = t e c hni ueq
goa l = a im

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ʯ Activity 2.5 Reading the passage: true/false questions.
II
1. F a l s e 3. F a l s e 5. T r u e
2. T r ue 4. F a l s e
ʯ Activity 2.6 Answering questions based on the

information in the reading passage.
1. F il l in th e m is s ing inf o r m a tio n

Type of strategy Examples (functions)
s e ts m a l l ,a c hi e va bl e goa ls tor e a c hi ghe r t a r ge ts
P l a nyour s tudi e s T os e e t he w hol e pi c tur e
be m ot iva te d W e l e a r n be tte r a nd f a s t thi ngs w e r e a l l y w a nt to
l e a r n.
m a na ge your t im e . gives you the flexibility to include the things that
a re m os ti m por ta ntt oyu.
2. The clause, “remember, we learn better and fast things we

r e a l l y w a nt to l e a r n” ( in p a r a g r a p h 4 , l ine 8) m e a ns o u r
m o tiv a tio n b a s ic a l l y f a c il ita te s o u r l e a r ning .
3. T h e w o r d th is , in p a r a g r a p h 5 l ine 5 r e f e r s to th e tim e
m a na g e m e nt s tu d e nts ne e d to h a v e .
4. C
2.3 Vocabulary Development

ʯ Activity 2. The following words are taken from the

reading passage. Find their meanings
based on the context they are used in the
passage.

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1. re c o u rs e (p a ra g ra p h 1 ) = a l te r na tiv e / o p tio n ( e x a m p l e ) i
2. s e s s io n ( p a r g r a p h 1 ) = p e r io d / tim e t
3. b o o s t( p a r a g r a p h 1 ) = a d v a nc e II
4. a c h ie v a b l e ( p a r a g r a p h 2 ) = d o a b le
5. h u g e (p a ra g ra p h 2 ) = e no r m o u s
6. b o re d o m (p a ra g ra p h 4 ) = d is inte r e s t
7. f a v o u r ite ( p a r a g r a p h 5 ) = p re fe rre d
8. flexibility (paragraph 5) = adjustability
9. re w a rd (p a ra g ra p h 6 ) = p r iz e
Dear Teacher!
Please note that some explanations on collocations are given in the students’
textbook. If you think the students need more explanation, you can give them
additional notes and let them practice on both adjective and noun collocation.
2.3.2 Collocations
A collocation is a p a ir o r g r o u p o f w o r d s th a t a l w a y s g o e s to g e th e r .
Although there are no specific rules for collocations, it is important to
s tu d y th e c o m m o nl y o b s e r v e d c o l l o c a tio ns th a t a p p e a r in th e f o r m s o f
a d j e c tiv e s a nd no u ns a s w e l l a s v e r b s a nd p r e p o s itio ns .
Some adjective and noun collocations

■ ib g di s a poi ntm e nt, bi fg a il ur e ,bi gm is ta ek ,bi gs ur pr is e ,e tc .
■ eh a vyba g,he a vybox,he a vyr a in,he a vys now ,he a vys ui tc a s e , he a vy
traffic, etc.
■ r ic hc ul tur e ,r ic hi s tor y ,r ic hpe plo e ,r ic hvoc a bul a r y , e tc .
■ s tr onga c c e nt,s tr ongdr ink,s tr ong s m e l l ,s tr ongt a s te ,s tr ongw ind,e tc .
Verb and preposition collocations
S o m e v e r b a nd p r e p o s itio n c o l l o c a tio ns a r e g iv e n in th e ta b l e b e l o w a nd
th e s e c o l l o c a tio ns c o u l d a l s o b e s a id p h r a s a l v e r b s . S tu d y e a c h p h r a s a l

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i ve r b a nd ta k e no te s o n h o w to u s e it in y o u r c o m m u nic a tio n.
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blow away, blow off, blow out, blow up, boil down to, break in,
II break out, break through, break down, break off
ʯ Activity 2.8 Completing adjective and noun collocations.
bi ghe a vyr ic hs tr ong

1. … b ig f a il u r e … .
2. … h e a v y r a in … .
3. … s tr o ng w ind … .
4. … r ic h c u l tu r e … .
5. … s tr o ng d r ink …
6. … r ic h h is to r y … .
7. … s tr o ng s ta nd … .
8. … heavy traffic ….
9. … r ic h p e o p l e … .
ʯ Activity 2.9 Completing sentences using verb and

preposition collocations.
1. … b l e w a w a y … .
2. … blow off ….
3. … blow up ….
4. … b l o w o u t … .
5. … b o il d o w n to … .
6. … b r o k e d o w n … .
7. … b r e a k o u t … .
8. … b r e a k in …
9. …break off ….
10. . . . b r e a k in … .
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2.4 Grammar
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In this Unit, students will study addition connectors, sequence indicators
and adverbs of frequency.
2.4.1 Connectors: addition markers
In th is Unit, s tu d e nts w il l l e a r n a b o u t addition a nd time order

connectors. The addition connectors (markers) inc l u d e and, also,
besides, further, furthermore, too, moreover, in addition, then, of
equal importance, equally important, a nd another; w h il e th e time
order (sequence) connectors inc l u d e w o r d s l ik e at first, eventually,
finally, first, firstly, in the end, in the first place, in the second place,
lastly, later, next, second, secondly, to begin with.
Dear teacher!
Please tell students that connectors are different types and serve different
functions as indicated in the following short note.
Note: There are different types of connectors. Some of them indicate

contrasts; others show cause and effect, and still others indicate
a d d itio n. T h e r e a r e a l s o c o nne c to r s th a t s h o w c o m p a r is o n, tim e
o rd e r, e x a m p l e s , g e ne r a l iz a tio n, s u m m a r y , e tc . C o nne c to r s s e r v e a s
tr a ns itio n w o r d s a nd c o nne c t id e a s o f a s e nte nc e to a no th e r a nd e v e n
p a ra g ra p h s .
Please brainstorm from students about which of the connectors students are
familiar with. This helps you how much time you will spend supporting them
in understanding the connectives. The following examples can help your
students how the connectors are used. You can add more examples if you find
students are not clear with how the connectors are used.

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II 1. R e a id ng oksb he l ps to l e a r n ne w inf or m a tion, furthermore, it he l ps
one to ke e hip s or he r br a inf r e s h.
2. A : W e w e nta l ot of s ight s e e inga tB a ih r D a r .
B : W e also w e nts hopi ng.
ʯ Activity 2.10 Selecting the most appropriate connectors.
1. M ro e ove r 3.B e s ide s 5. In

a di tion
2. F ur th e r m ro e 4.M or e ove r 6 .
C ons e que ntl y
2.4.2 Words of sequence

Dear teacher!
Students have learned the different words of sequence. The following exercises
will help them learn more about them in contexts. You can give them the
exercises as classwork so that they can do them in groups.
ʯ Activity 2.11 Choosing the correct word of sequence
1. Finally 3. Then 5.After 7.first 9.finally

2.L a te r 4.F ir s t 6.M e a nw hi l e 8.ne xt
ʯ Activity 2.12 Filling in the blank spaces with

appropriate connectors of sequence.
Y e s te r d a y , it w a s m y b ir th d a y a nd it d id n’ t s ta r t w e ll. I w e nt to th e
pa r k to m e e t m y f r ie nd s , b u t th e y w e r e n’ t th e re . Id e c id e d to l o o k fo r
th e m . 1 . First, I w e nt to th e s h o p p ing c e ntr e o p p o s ite th e p a rk , b u t th e y
w e r e n’ t th e r e . 2 . Next/Then, I l o o k e d f o r th e m a t th e l ib ra ry , b u t th e y
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w e r e n’ t th e r e . 3 . Later/ Then, I tr ie d th e s p o r ts c e ntr e a nd th e r e s ta u r a nt i
ne a r th e p a r k , b u t m y f r ie nd s w e r e n’ t th e r e . 4 . Finally, I w e nt h o m e , a nd t
m y f r ie nd s th e r e e nj o y e d w ith a b ir th d a y c a k e , ic e c r e a m , m u s ic a nd II
ga m e s . It w a s a s u r p r is e p a r ty f o r m e ! 5 . In th e e nd I g o t a g r e a t
bi r th d a y .
2.4.3 Adverbs of frequency
Dear teacher!
Please brainstorm students about words of frequency. Then, explain the
meanings of the words always, often, usually, sometimes, rarely, and others.
Please inform them how these words can be used with the simple present
tense they learned in Unit 1.
ʯ Activity 2.13 Reading the two short dialogues paying

attention to the words of frequency
Dialogue 1
Tesfaye: What kind of person are you?
Shemsu: Well, I’m friendly and outgoing, and I’m usually very
happy. I don’t often complain, and I never shout or get
really angry. How about you?
Tesfaye: I’m friendly too, and I’m a little shy.
Shemsu: I’m always happy, but sometimes I’m very busy. I always
try to have a happy face.
Tesfaye: Me too!
Dialogue 2
Tinsae: What are some customs in your country, Ethiopia?
Kassahun: We always bow to people we meet, and we never joke
about people’s names.
Tinsae: That’s good. Here we never ask about people’s salary, it’s
rude. Also we usually aren’t late for meetings.
Kassahun: That’s good too!

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i Dear teacher!
t
Following the examples below, please tell the students the meanings and the
II positions of the frequency adverbs (words) in sentences.In this Unit, they
will also study simple past and past continuous tenses.
Examples
1. H e l e n always g o e s o u t o n S u nd a y s .
2. A s te r usually d r iv e s into th e c ity c e ntr e w ith h e r b r o th e r .
3. B e y e ne a nd D a w it often g o l u nc h to g e th e r .
4. In th e w inte r , w e sometimes h a v e v e r y h e a v y r a ins .
5. F e w s tu d e nts rarely g o to th e c ine m a in th e s u m m e r b e c a u s e
th e y p r e f e r to s ta y o u ts id e .
6. A s s tu d e nts a r e s o b u s y , th e y never g o to b e d b e f o r e 1 0
o ’c lo c k .
7. Sometimes s h e d o e s h e r h o m e w o r k w ith f r ie nd s .
8. Usually th e y s tu d y o n th e ir o w n.
9. S tu d e nts s h o u l d usually tr y to g e t m e a ning s o f w o r d s f r o m
c o nte x ts th e y a r e u s e d .
T h e a d v e r b s o f f r e q u e nc y c a n a l s o b e u s e d a f te r th e m o d a l v e r b s a s in
th e f o l l o w ing e x a m p l e s .
Examples
1. Y o u must always try y o u r b e s t.
2. W e can usually find a s e a t o n o u r tr a in.
3. W e should not always d e p e nd o n d ic tio na r ie s to f o r m e a ning s
o f w o rd s .
4. T h e y should never be r u d e to c u s to m e r s .
T o m a k e q u e s tio ns a b o u t f r e q u e nc y , w e c a n u s e ‘ h o w o f te n… ? ’ a nd
us ing th e ‘ d o ’ v e r b s .
Examples
1. How often do you watch films?

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2. How often d o e s h e p l a y te nnis ? i
3. How often d o th e tr a ins a r r iv e l a te ? t
4. D o y o u often c o m e h e r e ? II
5. D o e s s h e always w o r k s o h a r d ?
6. D o th e y ever p a y o n tim e ? ( ‘ e v e r ’ ins te a d o f ‘ ne v e r ’ f o r
q u e s tio ns )
ʯ Activity 2.14 Discussing with a partner

Dear teacher!
The students should do the following exercise in pairs. Each of them will ask
and respond to the questions in turns. The students’ responses might vary, but
we have provided you with possible answers below.
1.S tu d e nt A : W h a t d o y o u u s u a l l y d o o n S a tu r d a y nig h ts ?
Student B: I usually watch films on Saturday nights.
2. S tu d e nt A : H o w o f te n d o y o u v is it ne w p la c e s ?
S tude ntB : Ius ua l l yvi s itne w pl a c e s.
3. S tu d e nt A : D o y o u e v e r g o to th e th e a tr e ?
S tude ntB : Y e s ,I r a r e l ygot o the t he a tr e .
4. S tu d e nt A : H o w o f te n d o y o u p l a y s p o r ts ?
S tude ntB : Ius ua l l ypl a yf ot ba l l .
5. Student A: Do you ever watch films or TV programmes in
E ng l is h ?
Student B: Yes, I sometimes watch films or TV programmes in English.
6. S tu d e nt A : W h a t tim e d o y o u u s u a l l y g o to b e d ?
S tude ntB : Ius ua l l ygot obe da t10: 0.
7. S tu d e nt A : H o w o f te n d o y o u d r ink te a a t a c a f e ?
S tude ntB : Ia l w a ys dr inkt e a a ta c a f e .
8. S tu d e nt A : A r e y o u s o m e tim e s l a te f o r s c h o o l ?
S tude ntB : Y e s ,I a m s om e tim e s l a te f or s c hol .
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i 2.4.4 Simple past and past continuous tenses
t
II ʯ Activity 2.15 Reading a paragraph about ‘Spooky
Story’ and noticing how the verbs in bold
are used.
Dear teacher!
Please ask students about the verb forms in bold, what tenses they are written
in, and whether or not they know about their uses.
It was j u s t b e f o r e m id nig h t o n O c to b e r 3 1 s t l a s t y e a r . S u s a n L e e was
driving h o m e a f te r v is iting h e r s is te r . T h e r o a d w a s c l e a r a nd s h e was
driving c a r e f u l l y . S u d d e nl y , o u t o f no w h e r e , a y o u ng m a n stepped o u t
in f r o nt o f h e r . H e was wearing a d a r k c o l o r e d r a inc o a t a nd c a r r y ing a
ba c k p a c k . S u s a n stepped h a r d o n th e b r a k e p e d a l b u t it w a s to o l a te . S h e
got o u t o f th e c a r b u t, to h e r s u r p r is e , th e r e was no b o d y th e r e . W h il e s h e
was looking u nd e r th e c a r , s h e f e l t a c o l d w ind o n h e r f a c e a nd a s tr a ng e
pr e s e nc e th a t sent s h iv e r s d o w n h e r s p ine . S h e w a s s til l l o o k ing u nd e r
he r c a r w h e n a l o r r y b e h ind h e r . T h e l o r r y d r iv e r , a m id d l e - a g e d m a n,
walked u p to h e r a nd a s k e d h e r if s h e ne e d e d h e l p to s ta r t h e r c a r s o s h e
told h im w h a t h a d h a p p e ne d . H e s e e m s s u r p r is e d w h e n S u s a n to l d h im
a b o u t th e y o u ng m a n. ‘ In O c to b e r 1 9 7 8 , th e r e was a c a r a c c id e nt o n th is
road and a hitchhiker was fatally run over. You’re not the first to have
s e e n h is g h o s t h e r e ’ , h e in a m y s te r io u s to ne .
T h e v e r b s in b o l d a r e w r itte n e ith e r in s im p l e p a s t o r p a s t c o ntinu o u s

te ns e s . T h e s im p l e p a s v e r b s a r e :
simple past
origin verbs simple past verbs origin verbs
verbs
s te pe d s te p s top pe d s top
got ge t w a l ke d w a lk
w a s is s a id sa y
s e nt s e nd di d n’ t do/ oed s ( not )

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T he ve r bs w r itte ni npa s tc ont inuous t e ns e s a r e : i
t
Past continuous verbs origin verbs II
w e r e dr ivi ng D r ive
w a s l oki ng l ok
w a s w e a r ing w e a r
A. The Simple Past Tense

T h e s im p l e p a s t te ns e s h o w s a n a c tio n w h ic h w a s c o m p l e te d in th e p a s t.
E x a m p l e s a r e g iv e n to y o u in th e B o x b e l o w w h ic h ind ic a te th e p o s itiv e ,
ne g a tiv e a nd q u e s tio n f o r m s o f th e v e r b s in s im p l e p a s t te ns e .
Examples
Positive
1. Iw ok e upe a r l yi nt he m or ning.
2. S il e na tpl a ye dvol l e yba l l w he ns he w a s i na hi ghs c hol .
3. My sister invited me a cup of coffee yesterday
Negative
1. Idi dn ot ( id dn’ t) w a ke peu a r l yi nt he m ro ning.
2. S il e na t di d no t ( di dn ’ t) lp a y vol l e yba l l w eh n s eh w a s in a hi gh s c hol .
3. M ys is te r di dnot ( di nd ’ t) i nvi te m e .
Questions
1. D id( D idn’ t) I w a ke upe a r l yi nt he m or ning?
2. D id( D idn’ t) S il e na tpl a yvol l e yba l l w he ns he w a s i n a hi ghs c hol ?
3. Did (Didn’t) my sister invite me a cup of coffee yesterday?

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i B e l o w , w e h a v e g iv e n y o u th e s im p l e p a s t f o r m s o f f e w v e r b s . A s y o u
t s e e , s o m e o f th e m , a d d - d o r – ed (travelled, turned), w h il e o th e r s h a v e
II different forms (broke, knew). Those verbs that add -d o r – ed a r e c a l l e d
regular verbs, w h il e th e o th e r s a r e c a l l e d irregular verbs.
ʯ Activity 2.16 Classifying verbs into regular and

irregular verbs.
1. c ry cried 8.c ha t chatted

2. tr a v e l travelled 9.t ur n turned
3. s e nd sent 10.c ut cut
4. e nj oy enjoyed 1 .t1 r y tried
5. s to p stopped 12.know knew
6. br e a k broke 13.s a y said
7. fa ll fell 14.ha pe n happened
Regular verbs Irregular verbs

c r ie d tur ne d s e nt
tr a ve l l e d tr ie d br oke
e nj oye d ha pe ne d fe ll
s tope d c ut
c ha tte d kne w
s a id
ʯ Activity 2.17 Giving the correct simple past forms of

verbs.
1. W h a t did y o u do a t h o m e y e s te r d a y ?
2. W h y didn’t y o u call m e l a s t nig h t?
3. M y f r ie nd graduated in C iv il E ng ine e r ing .
4. O u r te a c h e r appreciated m y c l a s s m a te s f o r th e y did th e
a s s ig nm e nts c o r r e c tl y .
5. H e cut his finger while he was helping his mother chop onions.
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B. Past continuous tense i
t
S im il a r to th e s im p l e p a s t te ns e , th e p a s t c o ntinu o u s te ns e a l s o s h o w s a
pa s t a c tio n, b u t w h ic h w a s in p r o g r e s s a t a c e r ta in tim e in th e p a s t. II
ʯ Activity 2.18 Writing the correct past continuous forms

of verbs.
1. W h a t were y o u doing in the field with Samuel yesterday?

2. I was trying to g e t th e m e a ning s o f th e w o r d s in th e d ic tio na r y .
3. W h ic h b o o k were y o u reading to l e a r n m o r e a b o u t ‘ S tu d y
S k il l s ’ ?
4. M y f r ie nd was reading a b o u t ‘ L e a r ning S tr a te g ie s ’ in a d d itio n
to th e l e s s o n w e s tu d ie d .
5. H e was not playing f o o tb a l l b e c a u s e h is l e g w a s inj u r e d .
ʯ Activity 2.19 Completing sentences with the past simple

or the past continuous forms of verbs.
1. I switched off th e c o m p u te r b e c a u s e it was making a s tr a ng e

no is e .
2. M y f a th e r was listening to c l a s s ic a l m u s ic w h e n I arrived
h o m e fro m s c h o o l.
3. W e were playing v id e o g a m e s w h e n m y m o th e r said ‘ T u r n th e
v o l u m e d o w n! ’
4. M y l ittl e s is te r was drawing a p ic tu r e w h il e I was studying f o r
m y F r e nc h e x a m .
5. W h e n w e left s c h o o l y e s te r d a y , it was pouring w ith r a in.
6. W h e n y o u saw T e f e r a , was h e wearing a b l a c k j a c k e t?

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t
ʯ Activity 2.20 Writing the correct simple past or past
II
continuous tenses of verbs in brackets.
S o m e tim e s I h a te c o m p u te r s ! O nc e , w h e n I was trying to d o m y E ng l is h

ho m e w o r k o n m y l a p to p , th e b a tte r y ran out. I lied o n m y b e d a nd I
w a s l is te ning to m u s ic . It h e l p e d m e to c o nc e ntr a te . I was chatting to
m y f r ie nd D a nie l o n F a c e b o o k . O K , s o I did not concentrate v e r y
h a r d o n m y h o m e w o r k a nd I forgot to p l u g in m y l a p to p ! I d id n’ t
no tic e that the battery was getting low. I was just finishing the essay
when the s c r e e n went b l a c k . I lost e v e r y th ing . I screamed in
f r u s tr a tio n. M y d a d came r u nning into m y b e d r o o m . I was a l m o s t
crying s o h e gave m e h is l a p to p . I tried to r e m e m b e r e v e r y th ing in
m y e s s a y – it was q u ite difficult especially because Daniel was sending
me lots of funny videos.A ny w a y , w h il e I w a s w a tc h ing o ne , th e W i- F i
s to p p e d w o r k ing . In th e e nd , it w a s p r o b a b l y b e tte r b e c a u s e I managed
to finish the essay.
(Adapted from ’Out and About’, Cambridge University Press 2015)
2.5 Speaking Skills
ʯ Ativity 2.21 Students disussion on language learning

experience.
Dear Teacher!
The purpose of this speaking activity is to help students practice speaking
mainly on the issues related to the listening text, learning strategies. Please
help students involve in the discussion in groups and develop their speaking
skills. Therefore, questions 1 and 2 are given to help students speak about
how they perceive a good language learner. The students may raise several
things in relation to language learning using English, and encourage them
to do so.

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2.5.1 Pronunciation: Rising and falling intonations with t
Questions II
Dear Teacher!
Please note that some explanations on ‘rising and falling intonations with
Questions’ are given in the students’ textbook. If you think they need more
you can give them additional notes and get them practice on both ‘rising and
falling intonations’.
A. Intonation with Wh-Questions

H o w d id y o u p r o no u nc e w h -q u e s tio ns ? D id e v e r u s e into na tio n in y o u r
w h -q u e s tio ns k no w ing ly ? T a k e a l o o k a t th e f o l l o w ing q u e s tio ns . H o w
do y o u p ro d u c e th e m ? S a y th e f o l l o w ing q u e s tio ns to y o u r p a r tne r a nd
no tic e h o w y o u p r o d u c e th e m . D o y o u fe e l th a t y o u p ro d u c e d th e m
c o r r e c tl y ?
1. 1 . W h a t a r e y o u d o ing ?
2. W h e r e a r e y o u g o ing ?
3. H o w m u c h d o e s th e p a ir o f s h o e s c o s t?
4. W h y a r e th e y s o l a te ?
5. W h o w a s th e g ir l y o u w e r e ta l k ing to ?
B. Intonation with yes/ no Questions

T a k e a l o o k a t th e f o l l o w ing y e s / no q u e s tio ns . H o w d o y o u s a y th e m ?
S a y th e f o l l o w ing q u e s tio ns to y o u r p a r tne r a nd no tic e h o w y o u p r o d u c e
th e m .
1. Did you finish your homework?

2. D o y o u l ik e b ir d s ?
3. A r e y o u c o m ing to m y b ir th d a y p a r ty ?
4. H a s s h e c a lle d y o u b a c k ?
5. S h o u l d h e c o m e to s c h o o l ne x t S a tu r d a y ?
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i D o you f e e l tha t you pr oduc e d the m c or r e c tl y? R e a d the f ol l ow ing s hor t not e in
t the B ox be l ow a bout how you c a n pr duco e w -h ueq s tions a nd ye s / no ueq s tions .
II W h- ueq s tion s a r e nor m a l l y rp duco e d w ith f a l l ing intona tion; w he r e a s , ye s /
no- que s tions a r e nor m a l l ys a idw ithr is ingi ntona tion.
ʯ Activity 2.22 Pronouncing wh- and yes/no- questions

with falling and rising intonations.
N o w l o o k a t th e f o l l o w ing s e nte nc e s .
1. A nd w h a t d o w e h a v e o n M o nd a y s ?
2. W h e n is th e ne x t E ng l is h c l a s s ?
Dear teacher!
P l e a s e a s ks tude nts t he que s tions be l ow , a ndhe l pt he m pr a c tic e t he s e nte nc e s .
W h a t d o y o u th ink is th e s itu a tio n in w h ic h th e s e q u e s tio ns a r e a s k e d ?
W e th ink th e s p e a k e r a nd th e l is te ne r s v e r y w e l l k no w a b o u t w h a t th e y
h a v e o n M o nd a y s a nd w h e n th e ne x t E ng l is h c l a s s is . S o , th e q u e s tio ns
are asked for the purpose of confirmation. In such kind of meanings, the
w h - q u e s tio ns w il l h a v e r is ing into na tio n. P r a c tic e th e a b o v e s e nte nc e s
w ith y o u r p a r tne r u ntil y o u a r e s u r e y o u u s e th e c o r r e c t r is ing into na tio n.
Dear teacher! Please listen to the students’ pronunciation of all the question
forms when they practice them.
2.5.2 Speaking activity on ‘Study Habits’
ʯ Activity 2.23 Discussion based on the given questions.
Dear teacher!
The purpose of this activity is to help students practice speaking on ‘study
habits’. Therefore, based on the questions given, students could state several
things and accept their discussion with appreciation. However, in order to
guide the students’ discussion and give feedback on their responses, some
sample discussion frameworks are given for each question.
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1. B e fo re , y o u g e t s tu d e nts into d is c u s s io n o nq u e s tio n nu m b e r 1 , t
p le a s e m a k e th e s tu d e nts p l a y th e r o le s o f G e m e c h u a nd A m a r e II
in th e e x a m p le d ia l o g u e in p a ir s . T h e n, s tu d e nts w il l s h a r e e a c h
o th e r th e p ro b l e m s th e y f a c e in s tu d y ing E ng l is h .
1 Sample responses
In my study, there are some problems I usually face…The first, , secondly, Thirdly…
Finally, ..
I usually have difficulties when I study grammar/… First, … Second, … Last
but not least…
2 Sample responses
One of the solutions for this problem (e.g. lack of vocabulary) I think is that we
should develop the habit of using a dictionary.
Probably, we can use internet sources for getting reading materials on some
issue as a solution for the problem i.e., lack of reading resources.
2. “The capacity to learn is a gift; the ability to learn is a skill;
th e w il l ing ne s s to l e a r n is a c h o ic e . ” – Brian Herbert, author.
A s a te a c h e r , y o u c a n a c c e p t v a r io u s p o s s ib l e inte r p r e ta tio ns
th e s tu d e nts c o u l d g iv e it to th e q u o ta tio n, b u t th e id e a c a n b e
u nd e r s to o d a s f o l l o w s .
P e opl e ha ve the na tur a l e l e m e nt to l e a r n a nd tha t is s a id to be c a pa c ity; pe opl e
h a ve a l s o the pot e ntia l tha t the y c a n be l e a r nt w hi c h is c a l l e d a bi l ity . B e s ide s ,
p e opl e ha ve the inte r e s t to l e a r n s om e thi ng w hi c h is s a id to be ‘ c hoi c e ’ .
Generally, people need to have the capacity, ability and choice for effective
l e a r ning.
Y ouc a nb e gi nyour di s c us s iona s f ol l ow s .
I thi nk w ha t it m e a nt f or m e is …. P r ob a bl y , the ot he r m e a ning is … B e s ide s ,
…

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t 2.6 Writing Skills
II 2.6.1 Sentence level writing
ʯ Activity 2.24 Constructing compound and complex

sentences based on the questions.
1. In m y j u nio r s c h o o l , I h a d a g o o d s tu d y h a b its th a t m a d e m e a
s u c c e s s f u l s tu d e nt. ( C o m p l e x s e nte nc e )
2. In m y j u nio r s c h o o l , g e tting r e a d ing m a te r ia l s l ik e g r a m m a r
books made my study difficult, and I was forced to depend on
m y c l a s s m a te s ’ g r a m m a r b o o k . ( C o m p o u nd s e nte nc e )
3. Although there were some challenges to find reference books
f o r d o ing m y h o m e w o r k , I w o r k e d o u t e x e r is e s w e l l . ( C o m p l e x
s e nte nc e )
4. S tu d y ing f o r te s ts w a s s o m e w h a t inte r e s ting a s I w a s d o ing it
w ith m y f r ie nd s . ( C o m p l e x s e nte nc e )
5. M y tim e m a na g e m e nt s k il l w h ic h I e m p l o y e d f o r s tu d y ng m a d e
d o ing m y h o m e w o r k o r te s t e a s ie r .
2.6.2 Paragraph writing
ʯ Activity 2.25 Constructing individual sentences and

combining them into a paragraph.
Study habits of a successful student
H a bi t1: B e pr oa c tive : t a ke r e s pons ibi l ityf or your l if e .
Habit 2: Begin with the end in mind: define your mission and goals in life.
Habit 3: Put First Things First: Prioritize and do the most important things first.
Habit 4: Think Win-Win: Have an “everyone-can-win” attitude.
H a bi t5: S e e kF ir s tt oU nde r s ta nd, T he n toB e U nde r s tood: L is te nt ope opl e
s inc e r e l y .
H a bi t6: S yne r gi z e : W or kt oge the r t oa c hi e ve m or e .
H a bi t7: S ha r pe nt he S a w : R e ne w your s e l f r e gul a r l y
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1. A successful student defines his/her mission and goals in life. t
2. A s u c c e s s f u l s tu d e nt p r io r itiz e s a nd d o e s th e m o s t im p o r ta nt II
things first.
3. A s u c c e s s f u l s tu d e nt h a s a n ‘ e v e r y o ne - c a n – w in’ a ttitu d e .
4. A s u c c e s s f u l s tu d e nt l is te ns to p e o p l e s inc e r e l y .
5. A s u c c e s s f u l s tu d e nt w o r k s to g e th e r to a c h ie v e m o r e .
6. A s u c c e s s f u l s tu d e nt r e ne w s h im s e l f r e g u l a r l y .
Combining sentences to develop a paragraph
A successful student has several study habits. First, he/she defines his
/ h e r m is s io n a nd g o a l s in l if e . S e c o nd , a s u c c e s s f u l s tu d e nt p r io r itiz e s
and does the most important things first. Thirdly, … Finally, a successful
s tu d e nt r e ne w s h im s e l f / h e r s e l f r e g u l a r l y . G e ne r a l l y , im p l e m e nting th e s e
ha b its m a k e s a s tu d e nt s u c c e s s f u l in h is / h e r l e a r ning .

III
Unit
3. Traffic Accidents
(16 Periods)
Learning Outcomes

ͬ interact in English medium in varied communication

situations with comprehensible grammar,
ͬ create awareness to obey traffic rules for safety,
ͬ read medium level reading resources and comprehend

contents,
ͬ extend their vocabulary through antonyms and synonyms as

strategies,
ͬ use frequency adverbs and obligation markers accurately in

their communication,
ͬ realize the impacts of road accidents and promote safety

measures,
ͬ write grammatically correct sentences, paragraphs and

essays.

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ʯ Activity 3.1 Pre-lisening questions.
Dear teacher!
A picture of a car accident is given for the students in order to help them
activate their prior knowledge about traffic accidents before they listen to the
listening text. Then, help them brainstorm their ideas freely and appreciate
their responses to the two questions 1 and 2.
ʯ Activity 3.2 Listening and answering questions
Dear teacher!
tape the passage, but if it is not possible to audio-tape the listening text, please
read it twice with a moderate speed to the students so that they can answer
the questions based on it. If you realize that the students haven’t understood
you after you have read it twice, you can repeat your reading the third time.
Road Accidents
E ev r y y e a r tho su a nds of r oa d us e r s a r e inj ur e ,d m a im e d f ro l if e or ki l l e d in r oa d
a c c ide nts . W h il e it is ba d e nough on or d ina r y ad ys , the a c c ide nt r a te inc r e a s e s
d ur ing f e s tive s e a s ons w he n thr ongs of pe opl e pa c k the r oa ds in the ir r a s h to go
h om e . F or f a m il ie s invol ve d in a c c ide nts , the f e s tive s e a s on c a n tur n out to be
tr a ge dyi ns te a dof a j oy .
T he c a us e s of a c c id e nts a r e m a ny , but m a inl y the y a r e due to hum a n e r r or .

R e c kl e s s ne s s , ne gl ige nc e , e xc e s s ive s pe e di ng, por dr ivi ng s ki l l s , br e a ki ng
of traffic rules and overloading contribute to the occurrence of accidents. Go
to a ny hous ing e s ta te a nd one c a n s e e u nde r a ge c hi l dr e n s pe e di ng a r ound on
m ot or c yc l e s . T he y do not w e a r s a f e ty he l m e ts a nd s om e tim e s the r e a r e thr e e
o r f our of the m on m ot or c yc l e s be l t f or tw o. T he l a w is bl unt l y ignor e d a nd the
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i a dul ts a r e to bl a m e f or a l l ow ing the s e young c hi l dr e n to r is k the ir l ive s . T he
t b e ah vi or of a dul ts is no be tte r . G r ow n up but r e c kl e s s r oa d us e r s a r e pl e nty on
III o ur r oa sd . R oa d c our te s y is a l m os t non- e x is te nt. M e c h a nic a l pr obl e m s a nd r oa d
c ondi tions c a n a l s o c a us e a c c ide nts , f or e xa m pl e , br a ke f a il ur e , tyr e bl ow out ,
bad weather, potholes and traffic congestion.
T eh pr e ve ntion of r oa d a c c ide nt de pe nds l a r ge l y on the a ttitude of r oa d us e r s .

They must respect the traffic loss such as keeping within speed limit, using
s a f e ty he l m e t a nd be l ts a nd ke e pi ng th e ir ve hi c l e s in r oa dw or thy c ondi tion.
T he y m us t a l s o a c qui r e a nd pr a c tic e s a f e dr ivi ng s ki l l s . T he r e s houl d be m or e
a w a r e ne s s c a m pa igns a im e d a t inc ul c a ting god dr ivi ng ha bi ts . W he n r oa d
u s e r s e ns ur e the ir ve hi c l e s a r e r oa dw or thy , r e s pe c t the l a w a nd thi nk a bout the ir
s a f e tya s w e l l a s t ha tof ot he r s ,t he nt he num be r of f a ta l itie s c a nbe r e duc e d.
In s hor t, a c ha nge of a ttitud e f or the be tte r is r e qui r e d of r oa d us e r s . A s l ong a s

the y pe r s is t w ith the ir pr e s e nt ba d r oa d ha bi ts , the inc ide nc e of r oa d a c c ide nts
c a nonl yw or s e n.
Adapted from http://www.aplustopper.com/road-accidents-essay/
Answers
1 …festive seasons… rash….
2 …motor cycles….
3 …recklessness, negligence, excessive speeding, poor driving skills,…
4 …attitude…
5 …road users.
Possible answers
1. D is c u s s ing th e d a m a g e s a c a r a c c id e nt c o u l d c a u s e to s o c ie tie s
■ A c a r a c c ide ntc a nc a us e ad m a ge s onhum a ns a ndt he ir r ic he s .
Itc a nda m a ge hum a nbodye ev nt ot he e xt e ntof de a th.O ne
w hoi s da m a ge dne e ds a l ot of m one yt oc ur e .B e c a us e of c a r
a c c ide nt,c a r s a ndot he r hum a nr e s our c e s ( m a te r ia l s ) m a ybe
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da m a ge ,ad ndt he s e c a us e unne c e s s a r yl os s a nda di tiona l i
e xpe ns e s . t
2. P e o p l e ’ s r o l e s to r e d u c e c a r a c c id e nts : a ) r o a d c r o s s e r s , III
pedestrians, b) drivers, c) traffic police, and d) driving license
p r o v id e r s
■ R ao dc r os s e r s ( pe de s tr ia ns ) s houl dt a ke a l oka tt he l e f t
di r e c tionw he nt he yc r os s r oa ds f or s a f e ty . T he ys houl da l s o
us e t he z e br a c r os s a s a s a f e tym e a s ur e .
■ D r ive r s s houl dr ive w ith the s pe e dl im iti ndi c a te di nr oa d
s igns .
• T he ys houl dc a r e f ul l ydr ive ;
• T he ys houl dr e s pe c tdr ivi ngr ul e s a ndr e gul a tions .
■ The traffic police should control drivers to be obedient to traffic
r ul e s a ndr e gul a tions .
■ T he dr ivi ngl ic e ns e pr ovi d e r s ha ve t obe s ur e t ha tt he l ic e ns e i s
gi ve nf or s ki l l e da ndc om pe te ntdr ive r s .
Dear teacher!
The pedagogy we have suggested for activities 1.3 and 2.3 are also applicable
to the activities from 4.3 to 10.3. We advise you to make use of the suggestions
we have provided in 1.3 and 2.3 for the rest of the activities in a similar fashion.
3. W r iting a s h o r t p a r a g r a p h a b o u t th e d a m a g e s a c a r a c c id e nt
c a u s e s to s o c ie ty
Sample paragraph
A car accident can cause injuries on human body. The common injuries include
traumatic (shocking and painful) brain injuries, and spinal cord injuries which
may result in paralysis. Other injuries comprise burns and internal injuries and
broken bones. The accident may also cause fractures, such as wrist, arm, leg,
collarbone and rib fractures. Careful driving saves people from these injuries;
therefore, drivers and road crossers or pedestrians should be careful and
practice safety measures.

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i Dear teacher!
t The pedagogical suggestions we have provided for the sample paragraphs in
III activities 1.3 and 2.3 are also applicable to the pedagogy you can employ for
the paragraph writing activities from 4.3 to 10.3. Therefore, please use the
suggestions we have given in the sample paragraphs under 1.3 and 2.3 for the
rest of the activities in a similar fashion.
3.2 Reading Skills

experiences.
Dear teacher!
A picture of a car accident is given to the students in order to help them
stimulate their ideas about the dangers of a car accident. Based on the picture,
students may have different responses or reactions to questions number 1
and 2. Please accept their answers about how they perceive the accidents.
Example expressions are given to them below to start their discussion.
■ R e a l l y ,a l ot of m a te r ia l a ndhum a nda m a ge s c oul dc a us e ….
■ T he r e a r e s e ve r a l t ype s of de s tr uc tions s uc ha s ….
Traffic Accidents
ʯ Activity 3.5 Reading the passage: true/ false questions.
1. F a l s e 3. T r eu 5. T r ue
2. T r ue 4. T r eu
ʯ Activity 3.6 Filling in the missing information.
1 …people breaking traffic rules.

2 … injuries like paralysis, broken bones, concussions, ….
3 …jumping red lights….

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4 people t
5 when the light is red for them, it is green for someone else III
6 always wear their seat belt, only drive when the signal is green, stick to
the speed limit, stay in your own lane, wear helmets when riding bikes,
etc.

ʯ Activity 3.7 Finding contextual meanings of words

from the passage.
1 crowding (paragraph 1) = congesting

2 indulge(paragraph 2) = engage
3 endangering(paragraph 2) = risking
4 outcome(paragraph 2)= effect
5 refrain(paragraph 3) = avoid
6 scary(paragraph 4) = frightening
3.3.2 Antonyms and Synonyms

Dear teacher!
The students’ familiarity with antonyms and synonyms of words them
develop their vocabulary. Therefore, please explain them how they can derive
meanings of words from antonyms and synonyms. A brief explanation and
examples are given to you so that you can give the students more notes and
examples.
S y no ny m s a r e w o r d s h a v ing ne a r l y th e s a m e m e a ning . A nto ny m s a r e
w o r d s th a t h a v e o p p o s ite m e a ning . L o o k a t th e f o l l o w ing e x a m p l e s f o r
e a c h . R e f e r a d ic tio na r y if y o u d o no t k no w th e m e a ning s o f th e w o r d s .

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Examples of synonyms Examples of antonyms
III
ba l l ot pol l a d ve r s ity c a l a m ity
c hor us r e f r a in br a ve r y c ow a r di c e
e nor m ous im m e ns e c r oke d s tr a ight
a da m a nt s tubor n da inty c l um sy
ʯ Activity 3.8 Providing the synonyms and antonyms to

the words given using a dictionary.
Words Synonyms – Same Meaning Antonyms –

Opposites
a c c ide nt c a s ua l ty P r ovi s ion
s e c ru ity s a f e ty da nge r
c a ut ion c a r e f ul ne s s c a r e l e s s ne s s
r ul e byl a w l a w l e s s ne s s
c ont r ol m a na ge m is m a na ge
c ons c ious a w a re ignor a nt
m ove m e nt m obi l ity ina c tivi ty
r us h hur r y s l ow ne s s
3.4 Grammar
Int hi s U nit’ s gr a m m a r s e c tion,s tude nts a r e r e qui r e dt os tudya bout :
1. e x p r e s s ing o b l ig a tio ns ,
2. d o / d o n’ t; d o e s / d o e s n’ t, a nd

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3. a d v e r b s o f f r e q u e nc y . t
3.4.1 Expressing Obligations (shall, should, must, will, have III
to, etc.)
ʯ Activity 3.9 Paying attention to the words in bold.
Dear teacher!
In the two dialogues included in the students’ book, the modal verbs ‘can’,
‘can’t’, ‘could’, ‘must’, ‘will’, and ‘ shall’ are used. You can add ‘would’,
‘have to’, ‘don’t need to’, ‘ought to’, ‘need’, and ‘don’t have to’ to the list
and explain to the students how each of them can be used. Modal verbs have
different meanings in different contexts. For instance, the word ‘shall’ can be
used to express willingness, and suggest in different contexts. Please explain
the different meanings, their negative and question forms of the modal verbs
based on the notes and examples given in the textbook.
ɩ Summary notes
M o d a l v e r b s e x p r e s s id e a s s u c h a s f u tu r e id e a s , p e r m is s io n, p o s s ib il ity ,
pr e d ic tio n, s p e c u l a tio n, d e d u c tio n a nd ne c e s s ity , e tc .
Dear teacher!
You can find the summary of the functions of some of the modal verbs with
examples in a Table in the students’ book. Please advise the students to do
the activity 3.10 individually; and then ask them about the meanings of the
sentences. Please give them the meanings of the sentences accepting or
improving students answers.
ʯ Activity 3.10 Selecting the correct verb.

1. s houl d 3.S ha l l 5.w oul d
2. W o ul d 4.S houl d
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ʯ Activity 3.14 Underlining the correct word.
III
Dear teacher! Some of the statements may have more than an answer. Please
ask students to give reasons why they have more than an answer.
1.don ’t 3.D o/ D on’ t 5.doe s n’ t 7.D o
2.doe s n’ t 4.doe s 6. don ’ t ( ‘ do’ m a y be us e d
f o r e m hap s is ) 8.D ont / D o
ʯ Activity 3.15 Answering questions.
Examples
1 Does your teacher give feedback everday?
a) Y e s ,he doe s.
b) N o,he doe s n’ t.
2 Do you swim well?
a ) Y e s I, do.
b) N o,I ond ’ t.
3 Does she speak English?
a) Y e s ,s eh doe s.
b) N o s, he oed s n’ t.
4 Do they read books?
a ) Y e s t, he do.y
b) N o,t eh ydon’ t.
5 Does he travel by bus?
a) Y e s ,he doe s.
b) N o he, doe s n’ t.

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3.4.3 Adverbs of frequency i
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In Unit 2 , th e s tu d e nts h a v e l e a r ne d a b o u t th e a d v e r b s o f f r e q u e nc y . T h e y
s tu d ie d h o w always, usually, often, occasionally, seldom, sometimes, III
rarely, a nd never a r e u s e d .
ʯ Activity 3.16 Constructing own sentences using words

of frequency.
The above consecutive activities wanted students to identify the adverbs of

frequency in contexts. Dear teacher, please make sure that the students have
identified them very well with their meanings. In this activity, students are
required to construct at least five sentences of their own using the different
adverbs of frequency. It is clear that their sentences vary; however, you should
accept and appreciate their sentences as far as they are correctly constructed.
After they have completed constructing sentences, please advise them to
discuss their sentences with their partners so that they can evaluate each
other’s sentences. Then, please allow few students to read their sentences for
whole class discussion. Sample answers are included to you.
Examples
1 My sister Zinash often goes to the market while Fatuma sometimes
goes to the mosque.
2 Zeberga rarely visits historical places, but he usually spends his time
watching football.
3 Students always take the pedestrian when they walk to school and they
never encounter traffic accidents.
Dear teacher! Please help students develop such kinds of sentences of their
own and discuss their sentences in pairs. Please also get confirmation from
students that they have understood the adverbs of frequency very well, and
can develop sentences of their own using them without difficulty.

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ʯ Activity 3.17 Underlining the adverbs of frequency.
III
R e por te r : S o, T a de s s e ,you’ re m a j or ingi nJ our na l is m ,r ight ?
S tude nt: Y e s , tha t’ s c or r e c t. I’ m g r a dua ting ne xt J une , a nd I’ m l oki ng
f or j obs now .
R e por te r : It’ s ne ve r t oe a r l yt odt ha t!
S tude nt: I know ! S o I’ d l ike to a s k ouy a f e w que s tions a bout w ha t it’ s
l ike t ow ro kf ro a ne w s pa pe r .
R e por te r : S ur e ,goa he a d.
Student: Well, my first question is a basic one. Do you pretty much do
the s a m e t hi nge ve r yda y?
R e por te r : N ,o not r e a l l y . I r a r e l y do the s a m e thi ng f r om one da y to the
ne xt .
S tude nt: C oul dyoue xpl a int ha ta l ittl e bi tm or e ?
R e por te r : W e l l , I m e a n tha t I a l w a ys ha ve a s tor y tha t I’ m w or ki ng on,
tbu the s tor ie s a r e a l w a ys different, so I ne ve r s e e the s a m e
people. I visit different people, go to different places, and do
many different things. My job has a lot of variety.
S tude nt: H ow of te n are you in your office?
R e por te r : W e l l …s om e of the tim e … I m e a n, m y c om utp e r is the r e , a nd
tha t’ s w he r e I w r ite m y s tor ie s I go inte r vi e w pe opl e in the ir
homes and offices. Actually I spend a lot of time in my car
goi ngt oa ndf r om i nte r vi e w s .
S tude nt: H ow doyus ta yi nt ouc hw itht he ne w s pa pe r t he n?
R e por te r : O h,I a l w a ys t a ke m yc e l l phone w ithm e .
S tude nt: D oyu us ua l l y ha ve a l a pt opw ithyou,t o?

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R e por te r : N o. I don’ t l ike to su e l a tp op w eh n I a m inte r vi e w ing’ . I i
s om e tim e s ta ke not e s on ap pe r , but I su ua l l y us e a l ittl e voi c e t
r e c ro de r . T he n I type m y s tor ie s a s s on a s I ge t ba c k to the III
office.
S tude nt: S oyudn’ tus e e m a il m u c h.
R e por te r : O ,h ye s , I do. I a l w a ys c he c k m y e m a il be f o r e a nd a f te r l unc h,
and morning, again when I get to the office, before and after
l unc h,a nda ga inbe f or e Igohm e i nt eh e ve ning.
S tude nt: W ow , tha t’ s a l ot ! D o yo u c he c k your e m a il on w e e ke nds , too?
R e por te r : Y e s , I us ua l l y c he c k m y e m a il no w e e ke nds . I w il l a ns w e r
pe r s ona l e m a il s ,but I ha ev a r lu e tha t I ne ve r a ns w e r usb ine s s
e m a il s ont he w e e ke ndo r a hol ida y .
ʯ Activity 3.18 Selecting and underlining the correct use

of adverbs of frequency in brackets.
Our Garden
A t o u r h o u s e , w e h a v e a g r e a t u r b a n g a r d e n. M y h u s b a nd ( 1 . w a k e s
us u a l l y u p / u s u a lly w a k e s u p / w a k e s u p u s u a lly ) a t 7 a .m e v e r y d a y .
(2 . S o m e tim e s h e / H e s o m e tim e s ) g o e s f o r a r u n, b u t ( 3 . u s u a lly h e / h e
us u a l l y ) w a te r s th e g a rd e n. H e ( 4 . ne v e r a s k s / a s k s ne v e r ) u s to h e l p
hi m th a t e a rly b e c a u s e w e (5 . u s u a lly a re / a re u s u a lly ) g e tting r e a d y
fo r s c h o o l . O u r k id s (6 . s e l d o m a r e / a r e s e l d o m ) l a te f o r s c h o o l a nd ( 7 .
of te n a r e / a r e o f te n) th e r e p r e tty e a r l y .
( 8 . S o m e tim e s it/ It s o m e tim e s ) r a ins in th e a f te r no o n. In th e s u m m e r ,

it ( 9 . u s u a l l y s to r m s / s to r m s u s u a l l y ) b e tw e e n 2 P M a nd 4 P M in th e
a f te r no o n. It ( 1 0 . r a ins r a r e l y / r a r e l y r a ins ) in th e w inte r tim e , s o m y
hu s b a nd o r o u r c h il d r e n w il l h a v e to w a te r th e g a r d e n th e n. In th e f a l l ,
w e ( 1 1 . h a v e u s u a l l y / u s u a l l y h a v e ) l o ts o f p u m p k ins th a t w e ( 1 2 . a l w a y s
c a r v e / c a r v e a l w a y s ) to g e t th e s e e d s f o r r o a s ting . In th e s p r ing , w e ( 1 3 .
s o m e tim e s h a v e / h a v e s o m e tim e s ) c u c u m b e r s th a t w e p ic k l e in j a r s . In
e a r l y s u m m e r , w e ( 1 4 . h a v e o f te n/ o f te n h a v e ) b e a u tif u l r e d s tr a w b e r r ie s
Grade 9 English Teacher’s Guide
59
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i th a t w e p ic k a nd tu r n into j a m . It ( 1 5 . s o m e tim e s is / is s o m e tim e s ) a l o t
t of h a r d w o r k , b u t w e d o n’ t h a v e to m a k e a s m a ny tr ip s to th e g r o c e r y
III s to r e .
3.5 Speaking skills

3.5.1 Speaking activity based on the listening passage
ʯ Activity 3.19 Discussing the causes and solutions of

traffic accidents.
Dear Teacher!
The purpose of this activity is to help the students express their ideas about
the causes and solutions of traffic accidents. Encourage them to speak as
much as possible on the issue including the following ideas and expressions.
1 I think, traffic accidents are caused by breaking traffic rules, due to
overloading goods and people, and difficult roads, etc.
2 In order to avoid or minimize the traffic rules, we should respect traffic
rules, our people must be aware of the traffic accident and the rules,
even the roads need to be maintained.

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ʯ Activity 3.20 Completing the dialogue.
III
The students will fill out the following blank spaces with different fillers.
Therefore, the given ones are sample expressions.
Dialogue 1
Tewabe : These days, traffic accidents have become a serious problem

i nour c ount r y ,i s n’ ti t?
R e ga s s a : Y e s , i ti s .S e ve r a l pe opl e have dead and become disabled. And
these also caused families and relatives helpless, with no
shelter and food.
T e w a be : W ha tdoyut hi nki s t he r e a s onf or t ha t?
R e ga s s a : B e c a us e , I think most of these accidents are caused due to
drivers and road users’ fault. They do not give attention to the
traffic rules. Even, the roads themselves could cause accidents
as they are too narrow and rugged. …
T e w a be : W ha tm us tt he gove r nm e ntdot os ol ve t hi s pr obl e m ?
R e ga s s a : Well,education is one solution. Lots of awareness creation

work must be done. Moreover, the traffic police must follow
closely the traffic flows and strict measures or punishment
should be given to those who break the rules and regulations.
T e w a be : W ha ta bout t he r oa dus e rs?
R e ga s s a : The road users also are responsible for the accidents. They
have to be cooperative and respect the traffic rules. They need
to be more aware of their responsibility as road users….
Tewabe: The roads themselves also cause traffic accidents, don’t they?
R e ga s s a : Y e s ,t he ydo. We should take care of our roads and immediate

maintenance must be done as much as possible.
More extensions of the dialogue could be possible.

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3.6 Writing Skills
III
Writing informal letters
L e tte r w r iting is a n im p o r ta nt s k il l to d e v e l o p . W r itte n c o m m u nic a tio n

in b o th th e f o r m a l a nd p e r s o na l m a tte r s is c r u c ia l a nd s o it is ne c e s s a r y
to d e v e lo p a s k il l f o r l e tte r w r iting . H e r e w e w il l f o c u s o n h o w to w r ite
inf o r m a l l e tte r s .
Inf o r m a l l e tte r s a r e w r itte n to c l o s e a c q u a inta nc e s o f th e w r ite r s u c h

a s f r ie nd s , f a m il y a nd r e l a tiv e s . T h e y a r e a l s o w r itte n in inf o r m a l a nd
pe r s o n to ne w ith no s e t f o r m a t. H o w e v e r , th e r e is a g e ne r a l p a tte r n
( f o r m a t) g iv e n b e lo w .
Letter writing
T w o e x a m p le inf o r m a l l e tte r s a r e inc l u d e d in th e s tu d e nts ’ b o o k . B a s e d

o th e l
n e s s o ns th e y h a v e l e a r ne d , s tu d e nts a r e e x p e c te d to d o th e a c tiv ity
be l o w . D e a r te a c h e r , s inc e s tu d e nts m a y h a v e p ro b le m s d o ing th e
a c tiv ity , p le a s e h e lp th e m u ntil th e y a r e a b l e to w r ite th e ir o w n l e tte r .

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ʯ Activity 3.21 Identifying the letter parts and writing a III
similar letter.
Dire dawa, 241 } address

June 21, 2021 } date
Dear Assefa } salutation
I hope this letter finds you in the best of spirits. When I visited last week, you } body
(Introduction)
seemed a little bit depressed.
Come on boy, you should thank God for giving you a fresh lease of life.
Everything is going to be fine very soon. I even talked to your doctor this } body
morning and he told me that you are out of danger now. ( description)
You will have to remain in the hospital for a few more days but that is no } body
something you should be concerned about. Your family and friends ( description)
are there for you
Don’t forget that life is a mixture of joys and sorrows. By the way, all of us } body
have decided to celebrate your recovery as soon as you come home ( description)
you will be throwing a party the day you come back home from
the hospital. Hope to see you soon.
My parents and younger sister have sent you lots of love and wishes. } body
( description)
Wish you a speedy recovery! } body
( conclusion)
Yours truly, } subscription
Daniel } name

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Unit 4. National Parks

(14 Periods)
Learning Outcomes

ͬ interact in English in varied communication situations with

comprehensible grammar,
ͬ create awareness about participating in preserving national

heritages,
ͬ guess meanings of words using context clues,
ͬ construct zero conditional and conditional type 1 sentences,
ͬ extend information from listening texts to writing, and
ͬ practice report writing.

Listening Skills U
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ʯ Activity 4.1 Pre-listening questions.
Dear teacher!
A picture of a national park is given for the students in order to help them
activate their prior knowledge about national parks before they listen to the
listening text. Please help them
brainstorm their ideas freely and appreciate their responses to questions 1, 2
and 3.
Dear teacher!
Gambella National Park
Gambella National park is located 850 km west of Addis Ababa. It was

established as a protected area in 1973 to conserve a diverse assemblage
of wildlife and unique habitats. Although not technically in the Rift
Valley, Gambella National Park lies along another of the country’s
important rivers: the Baro. Near the town of Gambella, Gambella
National Park, is one of Ethiopia’s least developed parks and has no
facilities. Nevertheless, the large conservation area contains many
species not found elsewhere in the country, such as the Nile lechwe and
the white-eared kob. Roan antelope, topi, elephant, buffalo, giraffe, and
the unusual whale-headed stork are also to be found here.

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i
t O r ig ina l l y th e p a r k w a s c r e a te d f o r p r o te c tio n o f e x te ns iv e s w a m p
ha b ita t a nd its w il d l if e . L o c a te d o n th e A k o b o r iv e r s y s te m , it h o s ts
IV
s e v e r a l w il d l if e no t f o u nd e l s e w h e r e in E th io p ia . T h e b a nk s o f th e b a r o
a r e r ic h in b ir d l if e a nd th u s g iv e v is ito r s a n e x tr a a d v a nta g e . W ith its
to ta l a r e a o f a p p r o x im a te l y 5 0 , 6 0 0 h e c ta r s , it is th e l a r g e s t p r o te c te d
a r e a in th e c o u ntr y . Its no r th e r n b o u nd a r y is f o r m e d b y th e B a r o R iv e r .
To the south of the park is the Gilo River flows from Gog to Tor in a
no r th w e s te r l y d ir e c tio n.
The landscape of Gambella is low and flat with altitude ranging from
40 0 to 7 6 8 m a s l . T h e a v e r a g e a l titu d e is a r o u nd 5 0 0 m e te r s a b o v e s e a
le v e l.
The people of this area are the Anuak and the Nuer. Mainly fisher folk
- b u t a l s o c a ttl e h e r d e r s - th e A nu a k a nd N u e r a r e e x tr e m e l y h a nd s o m e ,
w ith d a r k , s a tiny c o m p l e x io ns . B o th m e n a nd w o m e n f a v o u r a s ty l e
of decorative scarification on the chest, stomach, and face; and often
bo a s t h e a v y b o ne b a ng l e s , b r ig h t b e a d ne c k l a c e s , a nd s p ik e s o f iv o r y o r
br a s s th r u s t th r o u g h a h o l e p ie r c e d in th e l o w e r l ip a nd p r o tr u d ing d o w n
ov e r th e c h in.
Unaffected by the ways of the modern world, these interesting people

r e m a in a s r e m o te , u nc h a ng e d , a nd b e a u tif u l a s th e l a nd in w h ic h th e y
l iv e .
Adapted from OVERLAND ETHIOPIA TOUR, ‘JOURNEY THROUGH
ANCIENT LAND’ .
Answers to the blank spaces
1 … developed ....facilities.
2 …swamp habitat …wildlife.
3 …the Gilo River ….
4 …400 to 768masl (meter above see level).
5 …Anuak and Nuer

Listening Skills U
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ʯ Activity 4.3 Answering questions.
IV
3. D is c u s s ing th e m a j o r c h a r a c te r is tic s o f na tio na l p a r k s .
■ N a tiona l pa r ks a r e c ha r a c te r iz e di nt he ir l oc a tions w hi c och c ur
m a inl yi nf or e s te dl a nds ,a nds te pe - type ve ge ta tiona re a s.
T he yr e pr e s e ntna tur a l a ndc ul tur e - or ie nte dr e s our c e s or
f e a tur e s ,a r c he ol ogi c a l a ndhi s tor ic a l va l ue s ,hi ghbi o- di ev r s ity
e nde m ic - na tive s pe c ie s ,a nd/ or m ount a in- ba s e df e a tur e s . T he y
pr ovi de r e c r e a tiona l opr tuni tie s
4. W r ite a p a r a g r a p h a b o u t th e e c o no m ic a nd s o c ia l v a l u e s o f
na tio na l p a r k s .
Sample paragraph
National parks have economic and social values. Their economic values
constitute increased property values, increased tax revenues, and decreased
medical costs through increased exercise. Besides, they have values related to
increased tourism revenue, and improved attraction for businesses. In addition
to the economic values, national parks provide social values such as the
reduction of crime, provision for outdoor recreation, and impaired enjoyment
for future generations. Furthermore, they provide health and happiness to
people, and help the development of community infrastructure, medical centers,
and roads and services. They also help the improvement of pedestrian safety,
traffic congestion, parking, lighting, roads, and public restrooms.

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4.2 Reading skills
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experiences.
Dear teacher!
The students will have a variety of responses to question 1. Accept their
responses with appreciation because the purpose of the question is to help
students raise their interest and stimulate their background knowledge in
relation to national parks.
Meanings of words included in number 2
r e s e r ve = r e s our c e
e nde m ic = na tive
w il dl if e = unt a m e da nim a l s a ndbi r ds
s pe c ie s = va r ie ty
ʯ Activity 4.5 Reading the passage: true/ false questions

(with referring the paragraph and line)
National Parks
1 True (paragraph 1, line 2)
2 False (paragraph 4, line 6)
3 True (paragraph 8, line 5)
4 False (paragraph 7, line 1)
5 True (paragraph 2 line 1)
ʯ Activity 4.6 Matching
1. E 2.C 3.D 4.B 5. A

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ʯ Activity 4.7 The following words are taken from the

reading passage. Find their meanings
based on the contexts they are used in the
passage.
1 Amazes (paragraph 1, line 1) = surprises

2 stunning (paragraph 1, line 6) = beautiful
3 scenery (paragraph 1, line 12) = landscape
4 extraordinary (paragraph 2, line 4) = incredible
5 heath (paragraph 4, line 2) = open
6 inhabiting (paragraph 5, line 7) = living
7 expanse (paragraph 6, line 2) = space
8 ferry (paragraph 7, line 2) = boat
9 peak(paragraph 8, line 3) = mountain
10 soar (paragraph 8, line 9) = fly
4.3.2 Phrasal verbs
ʯ Activity 4.8 Matching phrasal verbs underlined in

Column A with their meanings in Column
B
1. i 3.a 5.c 7.h

2. b 4.f 6.e 8.j

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i 4.3.3 Prefixes
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IV ʯ Activity 4.9 Underlining and giving meanings to the
pre-fixes.
1 uniform= same
2 undeserved = not
3 disqualify = not
4 enable = cause to be
5 antioxidant = against
6 anterior = before
7 disjunction = opposite of
4.4 Grammar: Zero and the First

Conditionals
Dear teacher!
Students need to know the verb forms in the conditional and main clauses
and the meaning of each sentence. If you find that students do not have
good knowledge of main (independent) and subordinate (dependent) clauses,
please give them some explanations.
4.4.1 The zero conditional
ʯ Activity 4.10 Developing zero conditional sentences

based on the given incomplete sentence
parts in brackets. The first two are done
for you as an example.
1. ( I / w a k e u p l a te / I / b e l a te f o r w o r k )
If I wake upl a te ,I aml a te f or w o r k?
2. ( m y h u s b a nd / c o o k / h e / b u r n th e f o o d )
If m yhus ba nd cooks, he burns the f od.

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ʯ Activity 4.13 Choosing from the list clauses given and
IV
completing sentences.
1 If l ions r ube a c hot he r ’ s he a ds , they show their affection.
2 If a nys tr a nge m a l e s t r yt oe nte r t h e ir t e r r itor y , lions fight them off.
3 If lions start fighting, the loser often dies.
4 If c ubs a r e bor n, they are blind for six days.
5 If m a l e c ubs a r e t w oye a r s ol d, they have to leave their mothers.
4.4.2 Conditional type 1 sentences
Dear teacher!
Conditional sentence type 1 differs from the zero conditional in that the
verb tenses are simple present and future tenses in the subordinate and
main clauses. So, please give the students some explanations about the two
conditional sentences.
If the students do not have any knowledge of main (independent) and
subordinate clauses, please give them some explanations based on the short
notes we have provided below. Ask students if they know what clauses are,
and how they are formed. Let them also discuss the clauses based on the
following examples.
Examples
1 When I was in the rural areas, I used to help my parents on the farm.
2 What she has said about studying hard is important for us.
3 People who live in the urban areas in Ethiopia have more internet access
than those who live in rural areas.
For example, the first and the third sentences have two or more clauses:
1. a ) W h e n I w a s in r u r a l a r e a s ,
b) I used to help my parents on the farm.
2. a ) p e o p l e h a v e m o r e inte r ne t a c c e s s .
b) who live in urban areas.
c) who live in rural areas.
Speaking Skills U
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Dear teacher! i
Please tell the students that the sentence parts are called clauses, which are t
classified into subordinate and main clauses. The subordinate clauses are: IV
1. ‘ w h e n I w a s in r u r a l a r e a s ’ , ( A d v e r b ia l tim e c l a u s e )
2. ‘ w h a t s h e h a s s a id a b o u t s tu d y ing h a r d ’ , ( N o u n c l a u s e )
3. ‘ w h o l iv e in r u r a l a r e a s ’ , a nd ( A d j e c tiv a l / r e l a tiv e c l a u s e )
4. ‘ w h o l iv e in u r b a n a r e a s ’ , ( A d j e c tiv a l / r e l a tiv e c l a u s e )
while the other part in each sentence is a main clause. These subordinate
clauses are categorized under adverbial, noun and adjectival clauses. You
don’t have to go deep into the classification and the different types of clauses.
They are mentioned here merely to show main and subordinate clauses
because you may speak about them repeatedly in this Unit, and units 5 and 7.
ʯ Activity 4.14 Completing the Conditional Sentences

(Type I) by putting the verbs into the
correct form following the examples
above.
1 If you send this letter now, she will receive it tomorrow.

2 If I do this test, I will improve my English.
3 Senait will go shopping if she has time in the afternoon.
4 Solomon will go to Bahir Dar next week if he gets a cheap flight.
5 If they don’t study harder, they will not pass the exam.
6 If it rains tomorrow, I will not have to water the plants.
4.5 Speaking Skills

T h e s p e a k ing a c tiv ity in th is Unit is r e l a te d to th e c o nte nts y o u h a v e h a d
in th e r e a d ing p a s s a g e in th e Unit.

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IV ʯ Activity 4.15 Asking questions and giving responses.
Dear Teacher!
This activity is meant to help students improve their oral skills mainly in
asking questions and answering questions. There can be different ways of
responses to the questions. However, for your follow up and monitoring of
students’ expressions, the following possible responses are given for you as a
guide.
Question set A
S tude nt A : H ow i m por ta nti s t our is m t o our c ount r y?

Student B: there are benefits tourism can have for our country. For
e xa m pl e ,i tc a nc r e a te j obs . T our is m c a na l s oi nc r e a s e
i nc om e .E ve n,t he c om m uni tie s a r oundc a nha ve m a r ke t.
S tude nt A : W ha ta r e t he goda ndba dt hi ngs a bout t our is m ?
S tude ntB : B a dt hi ngs m a ybe c ul tur a l m ix,a nds e c ur ityi s s ue s .B ut ,god
t hi ngs ,t our is m c a nbr ingde ve l opm e nta ndc ivi l iz a tioni n
ge ne r a l .
S tude nt A : W ha ta r e t he m a j or t our is ta ttr a c tions i nour c ount r y?
S tude nt B : In our c ount r y the r e a r e s e ve r a l tour is t a ttr a c tion pl a c e s s uc h a s A sk um ,
L a l ibe l a ,S ophm or e C a ve a ndot he r s .
S tude nt A : H ow doe s t our is m c ha nge pe opl e ’ s l if e ?
S tu d e ntB : T o u r is m c a n c h a ng e p e o p l e ’ s b y g e tting e m p l o y m e nt, c r e a ting m a r k e t a nd
r e l a te dopr tuni tie s .
S tude nt A : W ha t doe s the gove r nm e nt m us t do to de ve l op the tour is m indus tr ?y
S tude ntB : t he gove r nm e ntm us tc ons tr uc tr oa ds ,f a c il itie s a ndl odge s f or
de ve l opi ngt he t our is m i ndus tr y .

Writing Skills U
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Question set B i
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S tude ntB : W ah ti s t our is m ? IV
S tude nt A : T our is m a ki nd of bus ine s s tha t pr ovi de a c c om m oda tion, s e r vi c e s a nd
e nte r ta inm e ntt ope opl e vi s itingpl a c e s.
S tude ntB : D oyut hi nkt our is m he l ps pe opl e i nt he w or l d?
S tude nt A : ye s ,t our is m he l ps pe opl e by c r e a tings e v e r a l opr tuni tie s of j ob
c r e a tion,i nc om e ge ne r a tiona ndot he r s .
S tude ntB : A r e t our is ts i nour c ount r yor your c om m uni tyf unny?
S tude nt A : t oa l l ,but s om e t our is ts a r e f unny .
S tude ntB : W ha tc h a nge s doyubs e r ve i nt our is ts ite s ?
S tude nt A : T he r e a r e c ha nge s s uc ha s i nf r a - s tr uc tur e ,a f e w l odge s a nd
e nte r ta inm e ntpl a c e s .
Student A: What factors affect tourism?
Student B: Tourism can be affected by security problem, management and
pol itic a l c ha nge .
4.6 Writing Skills

4.6.1 Writing activity related to the national parks
ʯ Activity 4. 16 Constructing sentences about nearby

national parks.
Dear Teacher!
The purpose of this activity is to help students write sentences on factual
information about the national parks. Help students write more on the parks
they aware of. The following sentences are models the students could write.

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i National parks known for
t
N e c hS a r N a tiona l P a r k m a m m a l s pe c ie s H ippo, Z e br a ,
IV
Buffalo
A bi ay ta - S ha l a l a ke s N a tiona l P a r k
M a ngNo a tiona l P a r k
ot he r s
1 Abiyata-Shala lakes National Park is known for wildlife such as Asiatic
and European Ducks and Waders,colony of Great Pelicans and others.
2 Mango National Park is rich in several mammals including Hartebeest,
Giraffe, Roan Antelope, Elephant, Lion and Leopard.
3 Chebera Churchura National park is located the western side of the
central Omo Gibe basin.
4.6.2 Writing a short report
ʯ Activity 4.17 Writing a report on the visit
Dear Teacher!
This activity is presented to help the students write reports on their observation
mainly on the site they visited. Therefore, your evaluation of their reports must
consider where they could answer the following questions in their report. Try
to check their language (e.g., grammar), mechanics (e.g., punctuation, and
spelling) and content organization. The students are expected to write like the
following model paragraph report.
1 Have you visited any historical place recently?
2 Where did you go?
3 When did you go?
4 Who went with you?
5 What important things did you see there?

Writing Skills U
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ɩ Sample paragraph IV
I h a v e v is ite d a h is to r ic a l p l a c e r e c e ntl y . I h a v e v is ite d L a l ib e l a R o c k
H e w n C h u r c h . It is l o c a te d in N o r th W o l l o . It is a b ig a nd b e a u tif u l
bu il d ing . I s ta r te d j o u r ne y f o r th e d e s tina tio n a t 8 a . m . I w e nt th e r e b y
bu s . I r e a c h e d th e r e a t 2 p . m . M y c l o s e f r ie nd G e ta c h e w w a s w ith m e .
T h e c h u r c h is v e r y a ttr a c tiv e m o s tl y to th e to u r is ts a nd v is ito r s . It is
one of the most magnificent historical places in Ethiopia. There was
a n a ir p o r t a l ittl e f a r f r o m th e c h u r c h . I a l s o s a w a l a r g e m a r k e t, tw o
s c h o o l s a nd o ne h o s p ita l in th e c ity o f L a l ib e l a w h e r e th e R o c k H e w n
C h u r c h is l o c a te d . I w a s r e a l l y c h a r m e d a t th e a r c h ite c tu r a l b e a u ty o f
th e c h u r c h . I s p e nt s ix h o u r s th e r e a nd g a th e r e d m u c h k no w l e d g e .
Y uo c a nb e gi nyour ap r a gr a hap s f lo l ow s.
L a s t ey a r , I vi s ite d L a ke H a w a s s a _ _
_ _

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Unit 5. Horticulture (14
Periods)
Learning Outcomes


ͬ realize the importance of horticulture for balanced diet,
ͬ recommend the use of horticulture in their surroundings,
ͬ form words using suffixes,
ͬ extend their vocabulary using phrasal verbs,
ͬ understand conditional types 2 and 3 sentences,
ͬ construct conditional types 2 and 3 sentences,
ͬ participate in conversational practices, and
ͬ practice report writing.

Listening skills U
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5.1 Listening skills
V
ʯ Activity 5.1 Answering questions in groups before

listening to the text.
Dear Teacher!
A picture showing flowers and gardens is given for the students in order
to help them activate their prior knowledge about horticulture before they
listen to the listening text. Then, help them brainstorm their ideas freely and
appreciate their responses to questions 1 and 2.
ʯ Activity 5.2 Listening and filling out the blank spaces.
Dear teacher!
Ethiopia: Diversifying Export Earners via Horticulture

Sector Competitiveness
T h e h ig h e r m a na g e m e nt o f th e M inis tr y o f A g r ic u l tu r e a nd o th e r
s ta k e h o l d e r s r e c e ntl y h e l d d is c u s s io n o n o p tio ns o f e x p a nd ing th e
ho r tic u l tu r e inv e s tm e nt a nd th e na tio na l p r o j e c t o f b o o s ting a v o c a d o
pr o d u c tio n in a r e a s w ith p o te ntia l a nd s u ita b l e c l im a te .
E th io p ia h a s a g r e a t o p p o r tu nity f o r h o r tic u l tu r e d e v e l o p m e nt d u e to th e
f a v o r a b l e c l im a tic c o nd itio ns , f e r til e s o il s , h u g e ir r ig a tio n p o te ntia l a nd
affordable manpower.

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The sector has attracted a significant amount of domestic and foreign
V inv e s tm e nt. E th io p ia ’ s h o r tic u l tu r e p r o d u c ts h a v e h a d a l s o a c h a nc e to
pe ne tr a te into th e inte r na tio na l m a r k e t in th e p a s t tw o d e c a d e s .
O ne o f th e m a j o r f o c u s a r e a s o f th e r e c e nt d is c u s s io n w a s w a y o f
ta p p ing th e h u g e p o te ntia l in th e s e c to r a nd th e p e r f o r m a nc e s o f a r. It
w a s a l s o m e ntio ne d o n th e o c c a s io n th a t th e r e a r e a nu m b e r o f na tu r a l
a nd s o c io - e c o no m ic e na b l ing f a c to r s th a t c a n g iv e th e h o r tic u l tu r e
s e c to r c o m p e titiv e a d v a nta g e s in th e inte r na tio na l m a r k e t. B e s id e s th e
a b u nd a nt p o te ntia l , th e g e o g r a p h ic a l p r o x im ity o f th e c o u ntr y to m a jo r
inte r na tio na l m a r k e ts ( s u c h a s th e M id d l e E a s t a nd E u r o p e ) p u t th e
c o u ntr y in a n a d v a nta g e o u s p o s itio n.
The sector is one of the five largest contributors of export income in

2018/19 earned 315.14 million USD. In this regard, floriculture and
th e e x p a nd ing v e g e ta b l e , f r u its , a nd h e r b s s u b s e c to r s c o ntr ib u te d 7 9
a nd 2 1 p e r c e nt o f th e e x p o r t r e v e nu e r e s p e c tiv e l y . D u r ing th a t tim e , th e
ho r tic u l tu r e s e c to r h a s c r e a te d s o m e 2 0 0 , 0 0 0 j o b s .
I n a d d itio n, th e f a c t th a t E th io p ia n A ir l ine s g iv e s s ta nd a r d iz e d c a r g o
s e r v ic e is a no th e r f a c to r th a t is a ttr a c tiv e f o r inv e s to r s to inv e s t in th e
l u c r a tiv e s e c to r . C u r r e ntl y , E th io p ia h a s o v e r 5 7 c a r g o a nd 1 0 1 p a s s e ng e r
de s tina tio ns a r o u nd th e w o r l d .
T h e g o v e r nm e nt a l s o p r o v id e s inv e s to r s in th is s e c to r w ith a nu m b e r
of inc e ntiv e s inc l u d ing ta x e x e m p tio n a nd d u ty - f r e e im p o r ta tio n o f
m a c h ine r y , c o ns tr u c tio n m a te r ia l s , s p a r e p a r ts , r a w m a te r ia l s , a nd
ve h ic l e s . T h e g o v e r nm e nt h a s a l s o f a c il ita te d l o a n a c c e s s f r o m th e
D e v e l o p m e nt B a nk o f E th io p ia a nd a c c e s s to l a nd s u p p ly f o r f re e w h o s e
l e a s e e x te nd s u p to 3 0 y e a rs .
[ A da pt e df r om T he E thi opi a nhe r a l dJ a nua r y 13/ 201]

Listening skills U
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Answers for the blanks spaces i
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1 …options of expanding ….
2 …climatic conditions, fertile soils, huge irrigation potential and
V
affordable manpower.
3 …way of tapping….
4 …vegetable, fruits, and herbs…
5 … loan access….
ʯ Activity 5.3 Answering questions

1. D is c u s s ing w ith a p a r tne r w h y E th io p ia b e c o m e s inv e s to r s ’
d e s tina tio ns f o r h o r tic u l tu r e
■ I nve s tor s pr e f e r E thi opi a f or h or tic ul tur e be c a us e i tha s a ) di ve r s e
a g r o- c l im a tic z one s ,a ndb) l ong- gr ow ings e a s ons w hi c ha r e
favorable for growing fruits, vegetables, flowers, spices and
he r bs .
2. W r iting tw o to th r e e s e nte nc e s a b o u t th e a d v a nta g e s a nd
d is a d v a nta g e s o f h o r tic u l tu r e in E th io p ia
Advantages
a) H o r tic ul tur e i s godt om itiga te ur ba nt e m pe r a tur e .
b) Horticulture reduces (attenuates) flood and pollution in cities.
c) H or tic ul tur e pr e s e r ve s bi odi ve r s itybygr ow ingga r de nc r ops ,
f r u its ,ve ge ta bl e s a ndor na m e nta l pl a nts .
d) H or tic ul tur e e na bl e s ha bi ta tr e s tor a tion.
e) H or tic ul tur e doe s not ne e dbr oa da r e a t ogr ow .
Disadvantages
a) Fruits, vegetables and flowers are easily infected by pests and
di s e a s e s .
b) In Ethiopia, there is insufficient infrastructure for horticulture.
c) I nE thi opi a ,t he r e i s a s e r ious s hor ta ge of s ki l l e dl a bor t ogr ow
ho r tic ul tur e .
d) I nE thi opi a ,m a nype opl e don ot ha ve a de qua te m one yt ogr ow
ho r tic ul tur e .
Grade 9 e)
English Teacher’s Guide 81
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t 3. S h a r ing s e nte nc e s w ith a p a r tne r a nd o r g a niz ing s e nte nc e s into
V a p a ra g ra p h .
Sample paragraph
Horticulture has advantages and disadvantages in Ethiopia. It is advantageous

because it mitigates urban temperature and attenuates flood and pollution.
It is also important for biodiversity preservation and habitat restoration.
Horticulture, however, has challenges or disadvantages because fruits,
vegetables and flowers are easily infected by pests and diseases. The other
disadvantage is the insufficient infrastructure and shortage of skilled labor
to grow horticulture in cities and towns. Furthermore, people lack money
to grow vegetables. People, however, have to be aware that the advantages
are more than the disadvantages; therefore, they have to practice using
horticulture in their gardens.
5.2 Reading Skills

experiences.
Dear teacher!
The students will have a variety of responses to questions 1 and 2. Accept their
responses with appreciation because the purpose of asking these questions is
to help students raise their interest and stimulate their background knowledge
about horticulture.

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ʯ Activity 5.5 Reading the passage and answering
V
questions based on the information in
the passage.
1 The most obvious benefit of gardening is that it can be a way to relieve

stress.
2 A gardener usually plants the garden and then cares for it.
3 Vegetable gardeners know where their produce is coming from and what
chemicals were used to grow the produce.
4 There are several benefits of gardening stated in the reading passage.
They include:
a) ga r de ningr e l ie ve s one f r om s tr e s s .
b) ga r de ninghe l ps pe opl e ge te xe r c is e .
c) gardening could have nutritional benefits.
d) ga r de ningc oul dhe l pe opl e r e c ove r m or e qui c kl yf r om i l l ne s s e s .
e) ga r de ningc oul dbe a c r e a tive e xpe r ie nc e .
f) ga r de ningc oul dt e a c hpe opl e pa tie nc e .
5 A bit of planning skill can help us enhance the gardening experience.
(see paragraph 6)

5.3.1 Vocabulary taken from the reading passage
ʯ Activity 5.6 Based on their contexts used in the

reading passage, find the meanings of
the following words.

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t 1 relieve (paragraph 2, line 4) = reduce
V 2 unwind (paragraph 2, line 8) = relax
3 contribute (paragraph 3, line 3) = impact
4 consume(paragraph 4, line 4) = eat
5 enhancing (paragraph 6, line 5) = increasing
6 instantaneous(paragraph 7, line 3) = immediate
5.3.2 Prefixes
ʯ Activity 5.7 Finding the meaning of the pre-fixes and

giving three examples
1 ex- means out. e.g., extra, ex-ray, extension,

2 mis- means ill, wrong. e.g.,mistake,misrepresent, misunderstand.
3 pre=before e.g., pre-election, pre-historic and pre-war
4 re= again e.g., research, rewrite and reconsider
5 sub= under e.g., sub-standard, sub-human and sub-Sahara
5.4 Grammar: Conditional Sentences

5.4.1 Second Conditional Sentences

(Type II) by putting the verbs into the
correct form.

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1 If I were rich, my life would change completely. t
2 I would invite all my friends if I had house by the beach. V
3 If we had a boat, we would sail Lake Hawassa.
4 If they told their father, he would be very angry.
5 We would help you if we knew how.
6 My brother would buy sports shoes if he had the money.
5.4.2 Third Conditional Sentences

(Type III) by putting the verbs into the
correct form.
1 If you had studied for the test, you would have passed it.
2 If you had asked me, I would have helped you.
3 If you had spoken English, she would have understood.
4 I would have written you a postcard if I had had your address.
5 If it had not started to rain, we would have walked to the museum.
6 If she had taken the bus, she would not have arrived on time.
( A da pt e df r om K ing A bdul a z iz U nive r s ity ,201) .
Dear teacher!
The above sentences are written using either subordinate clauses first and
main clauses second or vice versa. Please explain to the students that both
ways are possible. Let the students know that a comma will be included at
the end of the subordinate clause if it comes before the main clause in the
sentence. In all the answers given, the word ‘would’ is used to form a modal
perfect. Please inform students that the modal verbs ‘should’, ‘could’ and
‘might’ can also be used substituting ‘would’.
The third type of conditional can be written or spoken using inversion method;
that is, excluding ‘if’ as in the following examples.

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t 1 If you had studied for the test, you would have passed it.
V ■ H a dyous tudi e df or t he t e s t,youw oul dha ve pa s s e di t.
2 If she had taken the bus, she would not have arrivedon time.
■ H a ds he t a ke nt he bus ,s he w oul d not ha ve a r r ive dont im e .
ʯ Activity 5.10 Completing sentences following the

examples given.
Dear teacher!
Activities 5.9 to 5.11 require students to refer to all the four types of conditional
sentences. To do activity 5.9 students complete the sentences using their own
sentence parts. Please appreciate their attempts and help them if they construct
faulty sentences. It is better if they do the exercise in pairs supporting each
other, and then to whole class discussion for more sharing of their responses.
The sentences have either subordinate clauses used in the first part of the
sentences and then the main clauses or vice versa. When subordinates are
used first to main clauses, a comma will be used immediately after the end of
the clause.
Example answers
1 If you choose the wrong plants for your garden, it will not grow well.
2 If I had money, I would buy a car.
3 If you decided to stay here in Harar, I would take you to different places
in the city for a visit.
4 If she had bought the ticket, she would have watched the game in the
stadium.
5 If the soil is fertile,the plants may not need fertilizer.
6 If you read books, you would be good at English.
7 If he had practiced well , he might have won the tournament.
8 If she had had money, she would have bought a car.

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ʯ Activity 5.11 Completing the sentences using the t
suitable form of the verbs given in V
brackets.
1 If I had wings, I wouldn’t have to take an airplane to fly home.
2 This letter has got to be in Arba Minch in two days. I’m sure if I send it
today, it will arrive in time.
3 Hundreds of people became ill from eating contaminated meat during
the last two weeks. If the kebele had responded more quickly to the
crisis, fewer people could have suffered from food poisoning.
4 Would people be able to fly if they had feathers instead of hair?
5 What can we use to look at ourselves when we comb our hair in the
morning if we do not have mirrors?
6 A: I don’t understand anything in this class. It’s boring. And I’m
getting a failing grade.
B: If I felt the way you did, I would drop the class as soon as possible.
7 It’s been a long drought. It hasn’t rained for over a month. If it does
not rain soon, a lot of crops may die. If the crops die, many people will
starve this coming winter.
8 If anyone else brings extra guests to dinner, we will not have enough
seats at the table.
9 If television was introduced to Ethiopia in the eighteenth century, King
Theodros would have been interviewed regularly on the evening news.
10 A: I’m exhausted, and we’re no closer to a solution to this problem
after nine hours of work.
B: Go home and get some sleep, and I’ll keep working. If I discover
a solution before morning, I will call you immediately.
11 A: I can’t believe that you haven’t finished that report. What will I use
in the committee meeting at noon today?
B: I’m really sorry. If I knew you would need it today, I would stay
up all night last night and finish it.
( A da pt e df r om B r a m m a r B a nk.c om ,2013)
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i clauses in Colum A with in n B.
t Column A Column B
V 1. Ifs he w e r e not a l w a ys s ol a te , (h) a .youw il l be ve r yhe a l thy .
2. IfI ha de noughm one y , (d) b.s he w oul had ve pa s s e dt eh e ax m .
3. I f yous e ndt hi s l e tte r now , (i) c .w e w oul dt r a ve l t he w or l .d
4. I f youe a ta na pl e e ve r yda y , (a) d.I w oul dbuya bi ghous e .
5. Ifs he ha ds tudi e d, (b) e . w e w oul dn’ t ha ve m is s e d the usb .
6. Ifw e w ont he l ot te r y , (c) f .I t a ke a t a xi .
7. I f I m is s t he usb , (f) g.m yt e a c eh r ge ts a ngr y .
8. I f ouhay dn’ tbe e nl a te , (e) .sh eh w oul bed pr mo ot e .d
9. I f I a m l a te f or c l a s s , (g) i.s eh w il l r e c e ive i tt om or r ow .
Dear teacher! The answers are written in bold in brackets.
5.5 Speaking Skills

5.5.1 Speaking activity based on the reading passage in the
Unit
D o y o u h a v e a g a r d e ning e x p e r ie nc e o r h a v e y o u h e a r d a b o u t g a r d e ning ?
ʯ Activity 5.13 Dialogue on gardening
Dear Teacher!
The purpose of this activity is to help the students practice conversation on
gardening experience. The students are expected to produce their own dialogue
based on the given example below. Therefore, evaluate their performance or
dialogue against the given example.
Dialogue on gardening experience

M a m o: I s t he r e a nyga r de nt ha tyoul ike ?
D e re ssa : Y e s ,I l ove ‘ G e s ho’ ag r de ni nm yne ighb or hod.
M a m o: W he r e i s i t?
D e re ssa : I t’ s i nm ygr a ndm ot eh r ’ s v il l a ge .

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Mamo: When did you first see it? i
D e re ssa : I a c c ide nta l l ys a w i tw he nI vi s ite md ygr a ndm to eh r . t
M a m o: W hydoul ike t he ga r de n? V
D e re ssa : I l ove c ut ting ‘ G e s ho’ . T he ga r ed n rb ing s m e c l so e r to na tur e a s
w e ll.
M a m o: W ah ti s s pe c ia l a bout t he ag r de n?
D e re ssa : G e s ho is im por ta nt f or p r e pa r ing hom e m a de a dr ink c a l l e d
‘ T e l l a ’ w h ic hi s f r e s ha ndor ga nic .
M a m :o D oyuw a ntt obe a ga r de ne r ?
D e re ssa : H one s tl y , no.I ’ m not us e dt om a nua l w or k.
5.5.2 Conversation on Food Items
ʯ Activity 5.14 Asking questions and giving responses
Dear Teacher!
This activity is meant to help students improve their oral skills mainly
by asking and answering questions. Therefore, please let them do the
two sets of questions. To help students focus on ideas, we have provided
them with the following points which they will play in turns. They can
ask more questions than those stated. When they have finished, they can start
again and practice until you feel they have had enough conversation. They
can give different answers to each question; however, for your follow up
and monitoring of students’ expressions, the following responses are given
as examples.
Student ‘A’
S tude nt A : W ah tdoyus ua l l ye a tf ro br e a kf a s t?
S tude ntB : I us ua l l ye a s tbr e a df ro m ybr e a fk a s t.
S tude nt A : W ha t’ s your f a vor ite f od? H ow fo te nd oyue a ti t?
S tude ntB :M yf a vour ite i s ‘ S hi r o’ .I a l w a ys e a t‘ s hi r fo or m yl nu c .h
S tude nt A : W ha tki nds of f ody uknow owh t oc ok? A r e youa odg
c ok?

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i S tude ntB : N o,I a m not a c ok.B ut ,I know how t opr e pa r e ‘ C hi ko’ ,a nd
t ‘ K ita ’
V Student A: Give some examples of “healthy food”. Do you think you eat
e noughe a l thyf od?
S tude ntB : I t hi nk,‘ S hi r o’ i s one of t he he a l thyf o ods .S o,I t hi nkI e a t
he a l thyf od.
S tude nt A : W ha tdoyuw a ntt oe a ta f te r c l a s s ?
S tude ntB :I us ua l l yw a ntt oe a t‘ K ol o’ a f te r c l a s s .
S tude nt A : W ha ti s t he s tr a nge s tf o dyouha ve e ve r e a te n?
S tude ntB : T he s tr a nge s tf odI ha ve e ve r e a te ni s ‘ B om bol ino’ .
S tude nt A : W oul d you l ike to be a f a r m e r a nd gr ow f od? W hy? / W hy not ?
S tude ntB : Y e s ,I w oul dl ike t obe a f a r m e r ,be c a us e I w a ntt ogr ow
e noughve ge ta bl e s a ndc r ops f or m ys oc ie ty .
Student A: Do you think tea and coffee are good for you? Why? / Why not?
Student B: I do not like coffee. But, I usually take tea in the morning and it could
s tim ul a te .
Student ‘B’
S tude nt A : W ah tdoyus ua l l ye a tf or l unc h?

S tude ntB :I us ua l l ye a tpor r idge f or m yl unc h.
S tude nt A : W ha t’ s your f a vor ite dr ink ? H ow of te ndoyur inki t?
S tude ntB :N o,I donot ha ve a nyf a vor ite dr ink.I onl ydr inkw a te r e ve r y
da y .
S tude nt A : W ha tdoyuw a ntt odr inka f te r c l a s s ?
S tude ntB : I us ua l l yw a ntt oha ve a gl a s s of w a te r a f te r c l a s s .
S tude nt A : W ha t a r e s om e f a m ous f ods in your c om m nu i ty? D o you l ike
the m ? D e s c r ibe t he m .
S tude nt B : T he r e a r e s e ve r a l f a m ous f ods in our c om m uni ty . T he s e a r e ‘ S hi r o’ ,
‘ e nj e r a ’ ,por r idge ,a ndbr e a d.
S tude nt A : W oul dyoul ike t ow or ki na r e s ta ur a nt? W y?h / W hynot ?
S tude ntB : Y e s ,l ike t ow or ki na r e s ta ur a nt,be c a us e i tc oul gid ve m e
m or e s ki l l s a nde xpe r ie nc e s of c oki ng.

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S tude nt A :D oyul ike s ip c fy od? W h y? / W hynot ? i
S tude ntB :N o,I donot l ike s pi c yf od,be c a us e i tc a us e s m sy tom a c ha c eh . t
S tude nt A : W ha tki ndof f odyuh a ve f or hol ida ys l ike a N e w Y e a r ? V
S tude nt B : I n olh ida ys l ike the N e w Y e a r , I us ua l l y ha ve m e a t w ith m y f a m il y .
5.6 Writing Skills
ʯ Activity 5.15 Writing a paragraph about the importance

of horticulture development in Ethiopia.
Dear Teacher!
The purpose of this paragraph writing is to help the students practice writing
a paragraph. Please check whether the students’ paragraph could answer
the following questions. You can also make the students exchange their
paragraphs and see each other’s paragraph with reference to the questions
given below. Besides, make sure that the students could get adequate feedback
on grammar, diction (usage of words), and organization or coherence. We
have added a sample paragraph to help students write a similar paragraph.
1. W ah t ki nd of hor tic ul tur e pr oduc ts a r e pr oduc e d m os tl y in your
c o m m nu i ty?
2. F ro w ah t pur p os e th e s e pr oduc ts of the hor tic ul tur e a r e be ing us e d
by t he c om m uni ty?
3. W ha tpr obl e m s of t he hor tic ul tur e pr oduc tiona r e f a c ing?
4. W ha tt he gove r nm e ntne e ds t odf or s ol vi ngt he s e pr obl e m s?

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ɩ Sample paragraph
In my village, different kinds of gardening can be done such as flower garden,
v e ge ta bl e ga r de na ndf r ui tga r de n.M yf a vor ite hobyi s ga r de ning. T he r e i s
a small piece of land by the side of my reading room. I have made a flower
garden in that land. There are different kinds of plants in my garden. These are
rose, sunflower, cabbage etc. The flowers of the garden are of different sizes,
colors and smells. Different kinds of flowers are bloomed in different seasons.
There are many advantages of gardening. When a man sees different flowers,
v e ge ta bl e s a ndf r ui ts i nhi s ga r de n,hi s he a r tl e a ps upw ithj oy .I the l ps hi m
to forget sorrows and sufferings. It keeps our body and mind relaxes. It also
r e l ie ve s our m onot ony . T he r e f or e ,I s pe ndm yl e is ur e t im e i nm yga r de n.I
f e e l m uc hpl e a s ur e w or ki ngi nt he ga r de n.M yj oys know noboundw he nm y
f r ie nds a ndne ighbor s c om e t ovi s itm yga r de n.I t hi nk,ga r de ningi s a s our c e
o f he a l th,w e a l tha ndpl e a s ur e .

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6. Poverty in Ethiopia
Unit
VI
(16 Periods)
Learning Outcomes


ͬ realize the impact of poverty in Ethiopia,
ͬ recommend ways to alleviate the impacts of poverty in Ethiopia,
ͬ form words using suffixes,
ͬ construct sentences using modal verbs,
ͬ participate in conversational practices, and
ͬ write descriptive paragraphs and essays about causes of

poverty and solutions.

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Dear teacher!
Pictures o f impoverished people are given for the students in order to help
them activate their prior knowledge about poverty before they listen to the
listening text. Then, help them brainstorm their ideas freely and appreciate
their responses to questions 1, 2 and 3.
ʯ Activity 6.2 Listening and answering questions.
Dear teacher!
Poverty in Ethiopia
P o v e r ty h a s b e e n a s o c ie ta l p r o b l e m s inc e tim e s im m e m o r ia l . It is a
s itu a tio n w h e r e a n ind iv id u a l is u na b l e to p u r c h a s e b a s ic ne c e s s itie s
s u c h a s f o o d , c l o th e s , a nd s h e l te r . M o r e o v e r , th e s e ind iv id u a l s s u s ta in
themselves on a single meal a day since they can’t afford more. They
m a y e ng a g e in b e g g ing s inc e th e y c a nno t e a r n m o ne y a ny o th e r w a y .
S o m e tim e s , th e s e ind iv id u a l s m a y s c a v e ng e r o tte n f o o d f r o m a d u m p s te r
ne a r a h o te l o r a r e s ta u r a nt j u s t to s a tis f y th e ir h u ng e r . T h e y m a y s l e e p
on th e p a v e m e nt o r p a r k b e nc h e s o n c l e a r nig h ts . O n r a iny d a y s , th e y
m a y s l e e p u nd e r b r id g e s o r a ny o th e r ind o o r s h e l te r s .

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How is Poverty Caused? i
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There are a lot of socio-economic variables that influence poverty. First
and foremost is the unequal distribution of wealth. This is compounded
VI
by corruption and the ever-increasing population of the country. The next
influential factor that causes poverty is illiteracy and unemployment.
These two factors go hand-in-hand because, without proper education,
unemployment is sure to follow. Most of the people under the poverty
line have no marketable or employable skills required by the industries.
In case these individuals do find a job, most of these pay extremely low
wages, which is insufficient to support oneself or lead a family.
Effects of Poverty
When individuals are unable to afford basic necessities for life, other
undesired consequences follow. For instance, health care becomes
impossible to afford. This means the individual is at an increased risk
of diseases and infections. Sometimes, these individuals also resort to
unfair means to obtain money – such as robbery, murder, assault, and
rape.
Solutions to End Poverty

Poverty is not a problem that can be resolved over a week or a year. It requires
careful planning from the government to implement relevant policies that
cater to the population falling below the poverty line. Another important factor
affecting poverty is illiteracy and unemployment.
This issue can be tackled with one stone – i.e., to provide education and
financial support. Access to education, especially providing means to pursue
higher education increases the employability of individuals. This directly helps
to alleviate poverty as the individual can start earning. Therefore, one of the
most effective tools to combat poverty is education.

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t In c onc l us ion , ovep r ty in E thi pio a m a y r e m a in f or a not eh r de c a de ro s o.
H ow e ve r ,t he r e a r e s tr a te gi e s t ha the l pt o rg a dua l l ya l l e vi a te t he rp obl e m .
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Adapted from https://www.toppr.com/huides/essays/poverty-in-india-
essay/
Answers for the blank spaces

1 …societal problem ….
2 …sleep under ….
3 … corruption … the ever-increasing ….
4 . …robbery, murder, assault, and rape.
5 …education … financial support.
ʯ Activity 6.3. Listening and answering questions
1. D is c u s s ing th e im p a c t o f p o v e r ty o n E th io p ia n s o c ie ty .
Possible answer
■ P ove r tyc a us e s s ub- s ta nda r dhous ing,hom e l e s s ne s s f, od
ins e c ru ity ,i na ed qua te c hi l dc a r e ,l a c ofk a c c e s s t ohe a l thc a re
a nds orh ta eg of w e l l - f a c il ita te sd c hol s.
2. 2. Writing five sentences about the causes and effects of
p o v e r ty in E th io p ia .
Possible answers
a) P ove r tyc a su e s i na de uaq te nut r itiona ndf odi ns e c ur ity .
b) P ove r tyi s t he c a us e f or hom e l e s s ne s s a nds b-u s ta nda r dhos ing.
c) P ove r tyi s t he c a us e f or i na de qua te c ih l dc a r e .
d) P ove r tyr e s ul ts i nl a c kof a c c e s s t ohe a l thc a r e .
e) P ove r tyi sa c a us e f or unde r - r e s our c e ds c hol s .
3. S h a r ing s e nte nc e s w ith a p a r tne r a nd w r iting a p a r a g r a p h a b o u t
the causes and effects of poverty in Ethiopia. Sample paragraph
is given below.

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Sample paragraph t
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Poverty is one of the evils of society. It causes inadequate nutrition and food
insecurity. Besides, it causes homeless society and those who are living in sub-
standard housing. It also results in inadequate child care and lack of health
care. In addition, it effects under-resourced schools. So, people must work hard
to get rid of poverty for a better living.
6.2 Reading Skills

experiences.
Dear teacher!
The students may have different responses to questions 1 and 2. Accept their
responses with appreciation because the purpose of asking these questions is
to help students raise their interest and stimulate their background knowledge
about poverty.
Meanings of words stated in question number 3.
pove r ty = im pove r is hm e nt/ e xt r e m e ne e d
consequence = effect
s l a ve r y = c a pt ivi ty

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ʯ Activity 6.5 Reading the passage carefully and
VI answering questions.
1 Three consequences of slavery are mentioned. These are: “the

sedimentation of global inequality,” ,physical and mental health and
the prevalence of crime.
2 ‘Slavery’ refers to any situation in which people are sold, treated as
property, or forced to work for little or no pay
3 There are two forms of slavery: chattel slavery and human trafficking.
4 Modern slavery is related to global inequality while historical slavery
(slavery before the civil war) reflects the treatment of people like goods.
(see paragraph 3)
5 Students could have a variety of responses. For example, they may say the
writer does not seem logical to say poverty is a source of crime because
crime is common in both poor and rich countries. They may also raise
the issue of corruption and mal administration the government need
to fight for poverty alleviation. Besides, the students could say that we
Ethiopians must work hard to minimize poverty, Therefore, dear teacher,
please let students discuss the issues freely and confidently

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VI

1 perpetuating (paragraph 1, line 6) = continuing

2 entrenched (paragraph 2, line 5) = rooted
3 reverse (paragraph 2, line 6) = change
4 robust(paragraph 2, line 13) = strong
5 prevalence (paragraph 2, line 16) = predominance
6 accustomed (paragraph 3, line 1) = adapted
7 mercy(paragraph 3, line 6) = hand
8 pledge (paragraph 3, line 11) = promise
9 wages (paragraph 3, line 17) = salary
10 recognize (paragraph 4, line 2) = acknowledge
6.3.2 Suffixes –ate, -ise/ ize, -ment, and –tion

Dear Teacher!
Please help the students to understand what suffixes are and how they appear
in words. The following activity will help them recognize the suffixes more.
ʯ Activity 6.7 Identifying the root words and the suffixes
a c tion affection c a p a c ita te s a tis f a c tion

differentia te c a pi ta l iz e m e a s ur e m e nt m e m ro iz e
e xc ite m e nt a m a z e m e nt di s s a tis f a c tion puni s h m e nt
g e ne r a l iz e pr ior itiz e

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VI ʯ Activity 6.8 Selecting the correct phrasal verb from the
choices given.
Dear Teacher!
Please note that the choices in bold are answers.
1 b) come about
2 d ) came across
3 c ) closed --- off
4 c ) cleared away
5 a) came apart
ʯ Activity 6.9 Matching the phrasal verbs in the Box with

the meanings given.
Dear teacher!
Please advise students to consult their dictionaries for the meanings of the
phrasal verbs. Please add some more exercises on phrasal verbs to help
students understand their meanings.
Phrasal verbs
c l e a r upc om e owd nc om e a outb
c l ogupc mo e a c r os s c mo e a ap r t
c l os e dow nc om e ba c kc mo e dow n
close off
Meanings
1. find by chance =come across 5. s e pa r a te i ntopi e c e s = come apart
2. s e ttl e = come back 6.r e tur n= come back
3. bl oc k= clog up 7. s top= close down/ clog up
4. ha pe n/ oc c ur = come about 8.s l ow m ove m e nt= close off

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6.4 Grammar
VI
Modals: Obligation, Prohibition and
Absence of Obligation (have to/ must/
don’t have to/ mustn’t)
ʯ Activity 6.10 Reading the dialogue and underlining

verbs that indicate prohibition or
obligation
Prohibition and obligation
A be eb : S ha l l w e dr ive t ot he r e s ta ru a nt?
H us ie n: W e m us tn’ tdr ive i nt hi s c ount r yunl e s s w e a r e ove r e ight e e n.S o,w e
c a nnot dr ive t ot he r e s ta ur a nts inc e bot ofh su a r e onl ys ixt e e n.
A be be : S ha l l w e w a l kt he n?
H us ie n: N o. W e m us tn’ tdo t ha t; our c l a s s t im e i s a pr oa c hi ng. W e m us tn’ t
m is s c l a s s e s .
A eb eb : S ha l l w e goa f te r c l a s s ?
H us ie n: Y e s ,i f w e ge te nought im e ,w e c a ngo.B ut ,w e ha ve t o gi ve pr ior ity
toour l e s s ons .
A be be : I don’ ta gr e e m or e ; w e m us t learn first.
H us ie n: T ha nkyou. A eb be ,w e don’ th a ve t ow or r ya outb eg ttingl e is ur e
tim e ; w e ha ev t o gi ev t im e t our hom e w ro ka ndot he r
a c tivi tie s t he t e a c he r gi ev s us O. k?
A be be : O k.I t’ s a godi de a .

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t Dear teacher!
VI How many of the verbs did the students underline correctly?The modal verbs
used in the dialogue are must, mustn’t, have to, and don’t have to. The modal
verbs have to, must, don’t have to, and mustn’t are common verbs we use
to express obligation or prohibition and absence of obligation. Please ask
students if they have ever used them while they speak and write in English.
Please explain the notes given in the Table about modal verbs.

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Absence of i
Obligation indicators Prohibition t
obligation
indicators
indicators VI
■ Must Mustn’t don’t/doesn’t
Must is su e d w he n the obl iga tion c om e s Mustn’ti s us e d have to
f r om t he ep r s no w hoi s s pe a ki ng. tos how a n or
Examples obl iga tion nott o don’t/doesn’t
1. Y oum us tdoy our hom e w or ke ve r y dos om e thi ng. need to
night . Examples T he s e ev r bs a r e
1. Y oum us tn’ t us e d w eh n the r e
( B e c a su e I s a youm us t! )
pl a yhe r e ; i t’ s is noobl iga tion.
2. Im su tpa r tic ipa te i nc om m uni ty
da nge r ous !
s e r vi c e s ; t ha ti s t ohe l pt he por . Examples
2. M its l a l i s
( B e c a us e I t hi nki t’ s a godi de a ) 1. Y oudn’ t
a l l e r gi c t o
■ Have to/ has to ha ve t obr ing
nut s ; s os he
Different from the use of must, have f odnt he
m us tn’ te a t
to/has tois us e d w he n the obl iga tion tr ip
pe a nut s .
r ot s f r om ge ne r a l l a w , but not f r om the 2. .S eh doe s n’ t
s pe a ke r ’ s vi e w . ha ve to
w or ik nt he
Examples e ve ning.
1. E ve r yone ha s t opa yt a xt ohi s / he r 3. Y udon’ t

ne e dt pao y
c ount ry .
now ; youc a n
2. W e ha ve t or e s pe c tt he e l de r s .
pa yl a te r .
3. W e ha ve t ovt e i na ne l e c tion.
4. T eh ydon’ t
■ Need to ne e dt os pe a k
Need to is us e d to ta l k a bout w ha t is F r e nc hi n
ne c e s s a r y . the ir j ob.
Examples
1. Y oune e dt oh a ve your ha ir c ut .
2. We need to respect the traffic rules.
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ʯ Activity 6.11 Choosing and underlining the correct
VI
verbs.
1 You (don’t have to/ mustn’t) come to the meeting but it would help us all
if you’re there.
2 I can’t get a connection on my phone. (Have to/ Can) I borrow yours?
3 The rules say that you (have to/ can) only invite one guest to the club.
4 I (must/ have to) stay on for a few hours because I’d rather work late
today than over the weekend.
5 There’s a lot of noise coming from outside. (Could/ Must) I close the
window?
6 You (have to/ can) start saving money if you want to retire early.
7 Did they tell you that you (can’t/ don’t have to) come into this area. It’s
restricted to staff only.
8 We (have to/ can) be there fifteen minutes before the concert starts.
9 People (mustn’t/ don’t have to) drink and drive cars. It is prohibited.
10 I (must/ have to) study tonight; my exam is tomorrow.
ʯ Activity 6.12 Completing the missing parts with ‘have

to’, ‘must’ and ‘mustn’t’ and the subjects
of the sentences you develop.
A teacher A farmer A student

1. H e / S he ha s t obe 1.H e ha s t ow a ke up 1.H e / S he ha s to
s upor tive . ve r ye a rly . w or ki na t e a m .
2._ _( not be l a te f or 2._( w or kha r de ve r y 2._( w e a r uni f or m )
w or k ) da y)
3._ _( w e ll 3. ____ (fit) 3._( be ha ve )
pr e p a r e d)

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4._ _ 4._( w or ki nt he 4._( he l phi s / he r
( kno w l e dge a bl e ) c ount r ys ide ) pa r e nts a thom e ) VI
5._ _( ina c l a s s r om ) 5._( w or kw ithpl a nts 5._( r e a dboks )
& a nim a l s )
Dear teacher!
Possible answers are given to you below, but please also give them different
answers if you find others.
Possible answers
A teacher A farmer
1. H e / S he ha s t obe s upor tive . 1. H e h a s to w a ke up ve r y
2. H e / S he m us tn’ t be l a te f or e a rly .
w or k. 2. H e ha s to w or k ha r d
3. H e / S he ha s to be w e l l - pr e pa r e d. e ve r yda y .
4. H e / S he ha s to be know l e dge a bl e . 3. He must be fit.

5. H e / S he m us t be in a c l a s s r om . 4. H e ah s to w or k in the
c nou t r ys ide .
5. H e ah s to w or k w ith
lp a nts a nda nim a l s .
1. A s tude nt
2. H e / S he ha s t ow or ki na t e a m .
3. H e / S he ha s t ow e a r uni f or m .
4. H e / S he ha s t obe ha ve .
5. H e / S he ah s t ohe l phi s / he r
p a r e nts a thom e .
6. H e / S he ha s t or e a dboks

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ʯ Activity 6.13 Filling in the blankspaces in the passage
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about football using either ‘must not’ or
‘need not’.
T h e te a m s ( 1 ) must not.have more than 11 players on the field during

a m a tc h . B u t th e r e ( 2 ) need not e v e n b e 1 1 p l a y e r s p l a y ing f o r e a c h
te a m . P l a y e r s ( 3 ) must not w e a r a ny th ing w h ic h m ig h t inj u r e a no th e r
pl a y e r . P l a y e r s ( 4 ) need not p l a y th e b a l l w ith th e ir f e e t o nl y ; th e y c a n
us e th e ir h e a d a nd b o d y , b u t no t th e ir h a nd s . S u b s titu te d p l a y e r s ( 5 )
need notr e tu r n to th e g a m e . P l a y e r s ( 6 ) must not l e a v e th e g a m e w ith o u t
th e r e f e r e e ’ s p e r m is s io n. P l a y e r s ( 7 ) must not h o l d o r c a tc h a n o p p o ne nt.
T h e r e f e r e e ( 8 ) need not send a player off if he has committed a foul for
the first time in the game.
Note: If y o u w a nt to s a y s o m e th ing is u nne c e s s a r y , u s e need not, no t

m u s t no t. ( The negation o f must m e a ns not allowed to. )
Example:
I need not play football = I do not have to play football
I must not play football = I am not allowed to play football.
6.5 Speaking Skills

A s te r M a na ye ( 201) ha s r e orp te d the e xt r e m e ovep r ty r a te in E a s t A f r ic a n
c ount r ie s in 20 a nd 021. T eh s um m a r y fo eh r r e orp t is pr e s e nte d in the T a lb e
b e l ow .

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Extreme poverty rate in East African countries 2020-2021 t
Country 2020 2021 VI
B ru u ndi 72.% 72.9%
S om a l ia 63% 62.9%
E r itr e a 4.1% 43.%
R w a nda 42.3% 40.5%
Uga nda 35.4% 34.5%
T a nz a nia 35.1% 3.9%
K e ny a 27.3% 26.3%
E thi o pi a 17.3% 15.9%
C om or os 12.8% 12.4%
ʯ Activity 6.14 Explaining the extreme poverty rate in

East African countries in groups and
suggesting solutions to the problems.
Dear teacher, let the students begin their discussion as:

Nearly 73 percent of people in Burundi were living below the least required
amount of money per day in 2021. It was the highest level of extreme poverty
rate in East Africa, followed by Somalia with some 63 percent. On the other
hand, Comoros and Ethiopia registered the lowest levels, at 12.4 percent and
15.9 percent, respectively.
ʯ Activity 6.15 Discussing and completing the missing

parts in the short story by using the words
‘have to’ and ‘must’.
T w o b u s ine s s m e n, H a gos a nd D e be l l a , a r e a t a l unc h m e e ting. T he y a r e w a iting

f or t eh ir c o- w or ek r ,Z e l e ke w, hoi s l a te .
“We must wait for Zeleke before we start,” says Hagos. “Is he here yet?”

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i “No, he must beonhi s w a y ,” r e pl ie s D e b e l l a .
t
“Yes, he said he left the office 30 minutes ago,” says Zeleke. “He must be
VI “about to arrive.”
“Traffic must beba d,be c a us e i tus ua l l ydoe s n’ tt a ke t hi s l ong,” D e be l l a s a ys .
Zeleke looks at his watch. “He has to feel be ing l a te ,” ba dl y a bout be ing l a te ,”
he says. “I know he hates to be kept waiting, so he doesn’t like to do it to other
pe opl e .”
“Oh, that’s all right! We must get im pa tie nt, don’ t you thi nk? ” D e be l l a s m il e s .
“Remember his rule: the one who is late has to buyl unc !h ”
6.6 Writing Skills
ʯ Activity 6.16 Writing sentences about ways of alleviating

poverty in the world.
Dear Teacher!
The purpose of this activity is to help students practice writing sentences.
Please help the students share their completing clauses of the given phrases
and get feedback on the grammar and meaningfulness of their sentences.
Sample completed sentences are given. The students can also organize their
completed sentences into a short paragraph.
1 People could tackle poverty through hard work and efficient management
skills.
2 We can reduce poverty by effective mobilization of resources.
3 One of the poverty reduction mechanisms is creating access to quality
education.

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ɩ The sample paragraph VI
P e o p l e c a n r e d u c e p o v e r ty in th e w o r l d in th r e e w a y s . F ir s t, th e y c a n
tackle poverty through hard work and efficient management skills.
Secondly, people can reduce poverty by effective mobilization of
r e s o u r c e s . F ina l l y , th e y c a n g e t r id o f p o v e r ty b y c r e a ting a c c e s s to
quality education. Therefore, by implementing these ways effectively,
pe o p l e c a n r e d u c e p o v e r ty in a s h o r t p e r io d o f tim e .
6.6.1 Paragraph writing
ʯ Activity 6.17 Practicing writing a paragraph on factors

of reducing poverty in Ethiopia.
W a ys t ha t he l pE thi opi a ge tr idof i ts pove r ty

- ha r dw or k - i nc r e a s inga c c e s s t oe ucd a tion
- inc r e a s e da gr ic ul tur a l a c tivi tie s - i m pr ovi ngf ods e c ur ity
- c ope r a tive w or k - e ns ur inga c c e s s t oc l e a nw a te r
- taking care of the environment - end war and conflict
Dear teacher!
In the above writing activity, we find different factors that can help get rid of
poverty in Ethiopia and in the world. Students may mention all these factors
in their paragraph writing. Please help them write the topic sentence and
develop it into a paragraph.

7. Community Services
VII Unit
(14 Periods)
Learning Outcomes


ͬ realize the importance of community services,
ͬ understand how relative clauses are formed,
ͬ construct sentences using relative clauses,
ͬ participate in conversational practices on social problems of

Ethiopia, and
ͬ write descriptive or expository essays.

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VII
Dear teacher!
Pictures of community service providers are given to the students in order to

help them activate their prior knowledge about community service before they
listen to the listening text. Then, help them brainstorm their ideas freely and
appreciate their responses to the pre-listening questions stated in activity 7.1.
For example, for Q1, students may say:
People in the pictures are wiping the road, visiting the patient, etc.
ʯ Activity 7.2 Listening and answering questions.
Dear teacher!
tape the passage, but if it is not posible to audio-tape the listening text, please
Community Services
Community service is a very important factor when it comes to bettering
your society. Through my own experiences and observations, I have come to
support my opinion on this issue.
My experience that supports this theory involved my job last summer of 2004.
I paced around the house for a while. Finally, I decided to sit down and read the
newspaper. There was a section on the community which contained a list of
volunteer activities. They ranged from helping in soup kitchens to helping as
an electrician.
I called a number and decided to spend my time taking care of the grocery
shopping for an elderly handicapped woman. She has since become a good

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i friend. Finally, I was spending my time having fun. I was making a difference in
t o ne w om a n’ s l if e . It m a y not ha ve pa id in dol l a r s . T he e xpe r ie nc e a nd pl e a s ur e I
VII g a ine d w a s m or e va l ua bl e to m e tha n a ny a m ount of m one y I c oul d ha ve e a r ne d.
Even more significant is the value and importance of community service in
o ur s oc ie ty . W ithout c om m uni ty s e r vi c e in our s oc ie ty , m a ny pe opl e w oul d not
k now t he i m por ta nc e of c ha r ity .
In c on c l us ion, I be l ie ve tha t c hos ing to he l p your c om m uni ty thr ough
c om m uni ty s e r vi c e s houl d be ve r y im por ta nt to you. It is a l s o im por ta nt to
the people around you. I feel that helping in your community to benefit others
w il l br ing you god thi ng. Y ou w il l a l s o m a ke the pe r s on you he l pe d f e e l c a r e d
a bout .
Adapted from https://www.toppr.com/huides/essays/community-service-
essay/

1 …volunteer activities.
2 …the grocery ….
3 …experience … pleasure ….
4 …value … importance ….
5 …community service ….
1. D is c u s s ing th e im p o r ta nc e a nd c h a l l e ng e s o f c o m m u nity
s e r v ic e .
Possible answer
■ C om m nu i tys e r vi c e i s i m p or ta ntt oha ve r e l a tions hi ps w ith
ot he r s a ndt os upor tt he m .I tha s a na dva nta ge i nr e l e a s ingt he
se r vi c e pr ovi de r f r om s tr e s s .
■ T he c ha l l e nge s of c om m un itys e r vi c e i nc l ude t he s e r vi c e
gi ve r ’ s l a c kof a de qua te t im e ,hi s / he r t e nde nc yt obur n- out ,
de c e ntr a l iz e dgui da nc e a ndhi s / he r l im ite dr e s our c e s .
2. W r iting a p a r a g r a p h o n th e c h a l l e ng e s a nd o p p o r tu nitie s o f
d e l iv e r ing a c o m m u nity s e r v ic e .
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ʯ Activity 7.8 Matching the phrasal verbs in bold in
VII
column A with those meanings in Colum
B.
Column A Column B
1. Iha da s how e r a nd dried m ys e l f off. a) dry s om e thi ng f ul l y
2. It hi nk w e a r e c l os e t ow he r e A s te r l ive s ,doyu
thi nkw e s houl d drop ina nds e e how s he i s goi ng? e ) stop and visit
3. T eh y driedt he f r ui t outi nt he s un. c) dry s om e thi ng
qui c lk y
4. Ic a na s s ur e yout ha ti f you drop outof
s c hol now youw, il l r e gr e ti tl a te r . d) leave
5. Eat up your di nne r ,a ndw e ’ l l gof or a w a l k. b) finish eating
7.4 Grammar:
Giving additional information about
things or people using relative clauses
(adjectival Clauses)
Dear teacher!
A dialogue is given about investors in the students’ book to introduce the

relative clauses. The students should play the roles of the discussants
in the dialogue and try to identify the relative clauses in the dialogue
by themselves. Then, you list the relative clauses down that occur in
the dialogue with the whole class students. Please ask them about
how the clauses are formed, and what functions they have. It doesn’t
matter whether they answer your questions or not because they will
learn about the clauses in detail in the succeeding parts of this section.

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i In the dialogue about different inventors, the relative clauses included are:
t • w hoI a dm ir e . • tha tI a dm ir e
VII • which greatly influenced the • w hom a de i P hone a ndi P a d
w or l d • w hos e r a di os he l pe d the w or l d a l ot .
• w how e a dm ir e . • w ho w on N obe l P r iz e in one r e por t.
• tha tI a dm ir e
Dear teacher!
At this stage, students should be aware of how relative clauses are formed
using relative pronouns. So, please give them a brief explanation about the
different relative pronouns, how they can form relative clauses. You should
give them examples how the relative pronouns can help combine sentences
forming relative clauses. Examples are given to you below.
1 a ) T he m a ni s m yf r ie nd.
b) T he m a n w or ks a tS ode r e .
c ) T he m a nw ho/ t ha tw or ks a tS ode r e i s m yf r ie nd.
2.a ) T he hor s e is e xpe ns ive .

b) Ia m poi ntinga tt he hor se .
c ) T he hor s e w hi c h/ t ha tI a m poi ntinga ti s e xpe ns ive .
P l e a s e a d m or e e xa m pl e s tha t s how how the r e l a tiv e pr onouns s ta nd f ro the
s ubj e c t a nd obj e c tc a s e s a nd w hi c h r e l a tive pr onouns a r e us e d f or hum a ns a nd
non- hum a ns ; a nd how the r e l a tive c l a us e s a r e f or m e d. W ha t a r e the f unc tions of
th e r e l a tive c l a us e s ? E xpl a in in de ta il a bout the f unc tions of the c l a us e s in the
s e nte nc e s pr oduc e d.
ʯ Activity 7.9 Selecting the appropriate relative pronoun

and filling in the blank spaces in
sentences.
1 w. ih c h/ t ha t 4.w he r e 7.w hi c h 10.w hi c h

2. w omh / tha t .w5 hos e 8.w hos e
3. w osh e 6.w hi c h 9.w hos e / w hi c h

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Dear teacher! The word ‘that’ can be used in place of ‘which’, ‘who’ and t
‘whom’as far as the relative clause is a defining relative clause. We have VII
given you examples in numbers 1 and 2.
ʯ Activity 7.10 Matching sentence parts in Column A

with the relative clauses in Column B.
1.i 6.m 1 1.h

2.g 7.l 12.d
3.c 8.k 13.b
4.a 9.j
.e5 10.f
Dear teacher!
Students may have difficulties to understand the defining and non-defining
relative clauses. Would you please explain about the two types of clauses
with more examples than given in the students’ book? In Activity 5.10 below,
the students will join sentences forming defining and non-defining relative
clauses. Ask students why they have decided some of the clauses are defining
and others non-defining. If you find that they haven’t understood the two types
of relative clauses, please give them additional examples with explanations.
You can also give them additional activities for more understanding.

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i a) Relative pronouns used in defining relative clauses
t
ʯ Activity 7.11 Join each of the pairs of sentences into
VII
one forming defining or non-defining
relative clauses. The first two are done
for you.
1. T h e m a n w a s l a te . D u r e s s a inv ite d th e m a n.
T he m a n whom Duressa invited w a s l a te .
2. T h e c o u p l e l iv e s ne x t to u s . T h e ir d a u g h te r h a s tw o c h a r m ing
b o y s .
T eh c oupl e , whose daughter has two charming boys, l ive s
ne xt t o us .
3. T h e d o c to r whom/that I wanted to see w a s s ic k .

4. T h e a c c o u nta nt who works for my father’s company w a s
a r r e s te d .
5. T h e m o b il e p h o ne which/that is broken can’tbe fixed.
6. J o h n m a d e a c o p y o f th e p h o to that/ which I took.
7. I m e t a g ir l who/that was a doctor.
8. W e ta l k e d a b o u t th e p a r ty which/ that Sarah wants to organize
for my birthday.
9. T h is is th e h o u s e where I had my first party.
Adapted from www.english-practice.at & www.perfect-english-grammar.com

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7.5 Speaking Skills
VII
7.5.1 Speaking activity related to the reading passage
ʯ Activity 7.12 Do you believe in helping your community?

The following table lists some areas you
can participate in community services
and benefits you could get out of. In
groups, discuss which areas you would
like to involve in and why. Add more
areas and reasons for participating.
Activities benefits /reasons to involve
C l e a nings e w a eg s m e nta l s a tis f a c tion,c l e a ne nvi r onm e nt

T ut or ingc hi l dr e n pe r s on s a tis f a c tion, c ha ngi ng l if e of the
P l a ntingt r e e s ge ne r a tio n pe r s ona l s a tis f a c tion, s ah r ing s ki l l s
Dear Teacher!
This activity is meant to help the students practice speaking using the
information in the table. Please let them speak as much as possible. There is
no right or wrong point students may raise, we appreciate them if they reason
out their thoughts, what they do or decide to do. The can follow the example
given in their discussion.
Example
• I w oul d l ike to invol ve in s e r vi ng m y c om m un ity thr ough
c o m m uni ty m obi l iz a tion pr ogr a m f or pe a c e a nd c ope r a tion
be c a us e i tgi ve s m e a s e ns e of s a tis f a c tion.

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i 7.5.2 Discussion related to social problems in Ethiopia
t
Dear teacher!
VII
Students will discuss the environmental, health, social and educational
problems in Ethiopia based on the information given in the table. Please
let students discuss the points freely in groups of four or five. The group
organization should consider:
1. g e nd e r ,
2. g iv ing r o l e s f o r p a r tic ip a nts ,
3. a b il ity g r o u p s , a nd
4. s ig h t- im p a ir e d s tu d e nts ( if th e r e a r e a ny ) .
There is no right or wrong answer, so you need to appreciate their attempts.
After the students have discussed it in groups, please take it to whole class
discussion so that some students can talk about the issues.
ʯ Activity 7.13 Discuss in detail about the environmental,

health, social and educational problems
in Ethiopia based on the information
given in the Table. Answer also the
following questions in your discussion.
1. W h ic h o f th e p r o b l e m s is / a r e th e m o s t s e r io u s p r o b l e m / s ?
2. W h a t s h o u l d p e o p l e d o to s o l v e th e p r o b l e m s ?
3. W h a t r o l e s c a n y o u p l a y to s o l v e th e p r o b l e m s ?

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Environmental Health Social Education i
t
problems problems problems problems
- s oi l e r os iona nd - de a dl y - l a c kof - qua l ity VII
l a ndde gr a da tion, H IV/ A ID S , ba s ic - budge tf or
- de f or e s ta tion - m a l a r ia , ne e ds e duc a tion
a ndf or e s t - ba c te r ia l - e duc a tion, - dr op- out r a te
de gr a da tion, a nd - s a f e a nd ( out - of - s c hol
- w a te r s c a r c ity , pr ot oz oa l he a l thy yout h)
- bi odi ve r s ityl os s di a r r he a , - l a c kof f a c il itie s
- typhoi d - te a c he r s hor ta ge
f e ve r , inpubl ic
- he pa titis A , s c hol s.
7.6 Writing Skills

7.6.1 Writing activity related to the reading passage.
ʯ Activity 7.14 Getting information about community

service from the reading and answering
questions with complete sentences. Then,
students develop the sentences into a
paragraph.
Dear teacher!
This is an individual activity. After the students have done the activity, let them
read their answers to the questions and their paragraphs to the whole class
for comments. You give your feedback to students’ answers and paragraphs.
Since students may have a problem of organizing their paragraphs, please
show them about how a paragraph is delineated with example paragraph (s).
1. W h a t is a c o m m u nity s e r v ic e ?
2. W h a t is th e p u r p o s e o f c o m m u nity s e r v ic e p r o g r a m ?
3. What are the benefits of community service programs?
4. W h a t a r e th e d u tie s o f a c o m m u nity s e r v ic e w o r k e r ?
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ʯ Activity 7.16 Discussing the causes of land degradation
VII
and providing possible solutions in
groups. Then, writing individually
about the causes and solutions for land
degradation. A sample essay is given to
you.
In your discussion and writing, include answers to:

1. How do the factors affect land degradation?
2. What are the effects of land degradation?
3. To what extent, do you think, the national tree plantation
programs solve the problem of degradation and its effects?
Causes for land degradation Solutions to the problems
• population growth family planning
• intensive land use giving resting time
• too much plowing moderate level of plowing
• overgrazing protection of grazing land
• deforestation protection of forests and
afforestation
ɩ Sample essay
Read the following essay, and develop similar kind of essay of your own about
the basic needs of the people and land degradation.
Developing countries and problems they face
There are the basic needs which developing countries lack in part or in
total. The basic needs include food, water, housing, health, education and
work. Food is a basic need because food helps people grow and develop.
It gives us energy to keep us health and work. Without the right amount
of food or the right kinds of food, people suffer from malnutrition which

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c a nre s u l t in d e a th . A tle a s t o ne in e ig h t o f th e w o r l d ’s p o p u la tio n d o e s
VII
no th a v e e no u g h to e a t. W a te r , c l e a n, s a f e d r ink ing w a te r is e s s e ntia l f o r
l if e . It is v ita l fo r th e c o ntr o l o f d is e a s e s s u c h a s d ia rrh e a , ty p h o id a nd
c h o le ra . A b o u t8 0 % d is e a s e s a r e f r o m d ir ty , u ns a f e d r ink ing w a te r .
Housing is a major problem, which can affect the developing countries

b e c a u s e m o r e a nd m o r e p e o p l e in d e v e l o p ing c o u ntr ie s a r e d r a w n to
c itie s in s e a r c h o f w o r k a nd a b e tte r l if e . T h e c itie s g e tting o v e r c r o w d e d
and the supply of affordable housing in the cities does not match the
p o p u l a tio n g r o w th s o th e r e is a s e r io u s o f l a c k o f h o u s e s , s o in d e v e l o p ing
c o u ntr ie s th e r e a r e ne a r l y m o r e th a n h a l f o f th e p o p u l a tio n l iv ing in
s h a nty to w ns .
H e a l th c a re is im p o r ta nt to ‘ e ns u r e a s ta te o f c o m p l e te p h y s ic a l , m e nta l
a nd s o c ia l w e ll-b e ing a nd no t m e r e l y th e a b s e nc e o f d is e a s e o r il l ne s s .
7 0 % o f th e p o p u l a tio n in d e v e l o p ing c o u ntr ie s d o e s no t h a v e a c c e s s to
a ny o r g a niz e d h e a l th c a r e .
E d u c a tio n is a no th e r p r o b l e m in p o o r c o u ntr ie s . T h e r e a r e o nl y f o u r
a d u l ts in te n w h o c a n r e a d a nd w r ite a nd l e s s th a n o ne in f o u r c h il d r e n
g o to s e c o nd a ry s c h o o l . E d u c a tio n is a v e r y im p o r ta nt b a s ic to th e
d e v e l o p m e nt o f a na tio n.
T o s o l v e th e p r o b l e m s o f b a s ic ne e d s , p e o p l e in d e v e l o p ing c o u ntr ie s
should work hard cooperatively to ensure their basic needs are satisfied.

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Unit
8. Communicable
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Diseases (16 Periods)

Learning Outcomes


ͬ talk about communicable diseases,
ͬ describe characteristics of communicable diseases,
ͬ understand the forms and functions of present perfect and

present perfect continuous tenses,
ͬ construct sentences using present perfect and present perfect

continuous tenses,
ͬ apply conditional type 3 sentences for conversational practices

(purpose), and

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ʯ Activity 8.1 Pre-listening questions
Dear teacher!
A pictures of illness is given to the students in order to help them activate their
prior knowledge about disease before they listen to the listening text. Please
help them brainstorm their ideas freely and appreciate their responses to the
pre-listening questions 1, 2 and 3.
Dear teacher!
tape the passage, but if it is not posible to audio-tape the listening text, please
Occurrence of Infectious Diseases
Epidemiology is the study of the occurrence of disease in populations.

Epidemiologists are concerned not only with infectious diseases, but
also with noninfectious diseases such as cancer and atherosclerosis, and
with environmental diseases such as lead poisoning. These professionals
work to prevent or minimize the impact of diseases in the population.
Their work may include such activities as identifying unusually high
incidences of a particular disease, determining the effectiveness of a
vaccine, and calculating the cost effectiveness of various means of
controlling disease transmission. Occasionally, epidemiologists act as
“detectives” who track down the cause of a “new” disease and mode of
transmission, and help organize various health care workers to bring the
disease under control.
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Inf e c tio u s a g e nts m a y b e tr a ns m itte d th r o u g h e ith e r d ir e c t o r ind ir e c t
c o nta c t. D ir e c t c o nta c t o c c u r s w h e n a n ind iv id u a l is inf e c te d b y VIII
c o nta c t w ith th e r e s e r v o ir , f o r e x a m p l e , b y to u c h ing a n inf e c te d p e r s o n,
ing e s ting inf e c te d m e a t, o r b e ing b itte n b y a n inf e c te d a nim a l o r ins e c t.
T r a ns m is s io n b y d ir e c t c o nta c t a l s o inc l u d e s inh a l ing th e inf e c tio u s
a g e nt in d r o p l e ts e m itte d b y s ne e z ing o r c o u g h ing a nd c o ntr a c ting th e
inf e c tio u s a g e nt th r o u g h intim a te s e x u a l c o nta c t. S o m e d is e a s e s th a t
a r e tr a ns m itte d p r im a r il y b y d ir e c t c o nta c t w ith th e r e s e r v o ir inc l u d e
ringworm, AIDS, trichinosis, influenza, rabies, and malaria.
Ind ir e c t c o nta c t o c c u r s w h e n a p a th o g e n c a n w ith s ta nd th e e nv ir o nm e nt

ou ts id e its h o s t f o r a l o ng p e r io d o f tim e b e f o r e inf e c ting a no th e r
ind iv id u a l . Ina nim a te o b j e c ts th a t a r e c o nta m ina te d b y d ir e c t c o nta c t
w ith th e r e s e r v o ir ( f o r e x a m p l e , a tis s u e u s e d to w ip e th e no s e o f a n
ind iv id u a l w h o h a s a c o l d o r a to y th a t h a s b e e n h a nd l e d b y a s ic k
c h il d ) m a y b e th e ind ir e c t c o nta c t f o r a s u s c e p tib l e ind iv id u a l . Ing e s ting
f o o d a nd b e v e r a g e s c o nta m ina te d b y c o nta c t w ith a d is e a s e r e s e r v o ir
is a no th e r e x a m p l e o f d is e a s e tr a ns m is s io n b y ind ir e c t c o nta c t. T h e
f e c a l - o r a l r o u te o f tr a ns m is s io n, in w h ic h s e w a g e - c o nta m ina te d w a te r
is used for drinking, washing, or preparing foods, is a significant form
of ind ir e c t tr a ns m is s io n, e s p e c ia l l y f o r g a s tr o inte s tina l d is e a s e s s u c h a s
c h o l e r a , r o ta v ir u s inf e c tio n, c r y p to s p o r id io s is , a nd g ia r d ia s is .
T h e s e m o d e s o f tr a ns m is s io n a r e a l l e x a m p l e s o f h o r iz o nta l tr a ns m is s io n
be c a u s e th e inf e c tio u s a g e nt is p a s s e d f r o m p e r s o n to p e r s o n in a
gr o u p . S o m e d is e a s e s a l s o a r e tr a ns m itte d v e r tic a l l y ; th a t is , th e y a r e
tr a ns m itte d f r o m p a r e nt to c h il d d u r ing th e p r o c e s s e s o f r e p r o d u c tio n
( th r o u g h s p e r m o r e g g c e l l s ) , f e ta l d e v e l o p m e nt, o r b ir th . D is e a s e s in
w h ic h v e r tic a l tr a ns m is s io n o c c u r s inc l u d e A ID S a nd h e r p e s e nc e p h a l itis
( w h ic h o c c u r s w h e n a n inf a nt c o ntr a c ts th e h e r p e s s im p l e x ty p e II) .
Adapted from https://www.ncbi.nlm.nih.gov/books/NBK203

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i Answers to the listening comprehension
t 1 … the impact….
VIII 2 … disease and mode of….
3 … either direct or indirect…..
4 … touching an infected person, ingesting infected meat, ….
5 … person to person ....
1. D is c u s s ing th e ty p e s o f c o m m o n d is e a s e s w ith a p a r tne r .

Possible answers
a) M a l a r ia - - - - - w hi c hi s t r a ns m itte dbym so qui toe s
b) H IV/ A ID S - - - c a us e dbyunc no t r ol l e sd e xua l i nte r c uro s e ,vi r us ,e tc .
c) D ia r r he a - - - - - c a us e dbya c te r ia
d) T h e s tude nts c a na l s odi s c us s t ube r c lu os is ,di a be te s bl, od
pr e s s ur e ,e tc .
2. W r iting a p a r a g r a p h a b o u t th e m a j o r c a u s e s o f H IV/ A ID S &
C O VID - 1 9 a nd th e ir p r e v e ntio n m e c h a nis m s .
Sample paragraph
HIV/ AIDS and COVID-19 are caused by viruses. HIV/AIDS spreads through
sexual contact, illicit injection, sharing needles, contact with infected blood, from
mother to child and breast feeding. COVID-19 affects the respiratory system.
It is transmitted through droplets and small airborne particles containing the
virus. Sprayed contaminated fluids in the eyes, nose or mouth also spread the
disease. Both HIV/AIDS and COVID-19 are fatal, and no cures have been so far
found. Therefore, we have to be careful not to be victimized by either of them.

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8.2 Reading Skills
VIII
experiences.
Dear teacher!
The students will have a variety of responses to the pre-reading questions
stated in the student’s textbook. Accept their responses with appreciation
because the purpose of asking these questions is to help students raise their
interest and stimulate their background knowledge about communicable
disease.
Meanings of words
predict = forecast
mortality = dying
infection = contamination
treatment = medication
ʯ Activity 8.5 Read the passage carefully and answering

questions
1. T r ue 6.F a ls e
2. T r ue 7. T r ue
3. T r eu 8.F a ls e
4.F a ls e 9. T r ue
5. T r ue 0.1 T r ue

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ʯ Activity 8.6 Giving answers to questions based on the
VIII
reading passage.
1. What does the writer mean by saying, “What happens in the

f u tu r e d e p e nd s v e r y m u c h o n w h a t th e inte r na tio na l c o m m u nity
d o e s no w ” ? ( p a r a g r a p h 3 , l ine 1 ) . T h e w r ite r inte nd s to s a y
th a t m u c h m o r e th ing s o n c o ntr o l l ing H IV/ A ID S m u s t b e d o ne
to d a y f o r m inim iz ing th e im p a c t o f th e e p id e m ic .
2. W h y , in th e ne x t th r e e d e c a d e s , d o e s th e g l o b a l m o r ta l ity r a te
b e c o m e s im il a r w o r l d w id e ? B e c a u s e , a p a r tf r o m th e p r e v a l e nc e
o f A ID S in p o o r e r c o u ntr ie s , m o s tp e o p l e w il l b e d y ing a t
a no ld e r a g e o f no n- inf e c tio u s d is e a s e s l ik e c a r d io v a s c u l a r
d is e a s e s , s tr o k e a nd c a nc e r .
3. W h a t a ne w m e th o d d id th e w r ite r s u g g e s t f o r th e p r e v e ntio n o f
H IV/ A ID S p r e v a l e nc e ?
4. A ne w m e th o d s u g g e s te d f o r th e p r e v e ntio n o f H IV/ A ID S
p r e v a l e nc e is v a c c ine .
5. W h a t d id th e r e s e a rc h e r s , M a th e r s a nd L o nc a r, d o w ith th e
d a ta f r o m m o r e 1 0 0 c o u ntr ie s ? T h e a u th o r s lo o k e d a t th e l ink s
b e tw e e n m o r ta l ity tr e nd s a nd inc o m e p e r c a p ita , a s w e ll a s
f a c to r s inc l u d ing e d u c a tio n l e v e l s a nd to b a c c o u s e .
6. W h ic h c o u ntr y in th e w o r l d is e x p e c te d to r e v e a l th e h ig h e s t
l if e e x p e c ta nc y b y 2 0 3 0 ?
7. T h e h ig h e s t l if e e x p e c ta nc y b y th e 2 0 3 0 is e x p e c te d to b e in
J a p a n

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8.3.1 Vocabulary from the reading text
ʯ Activity 8.7 Contextual meanings of words.
1 estimate (paragraph 1, line 5 ) = project

2 optimistic ( paragraph 2, line 3 ) = promising
3 curbed ( paragraph 2, line 4 ) = controlled
4 spark ( paragraph 3, line 3 ) = trigger
5 suffice ( paragraph 4, line 6 ) = enough
6 avert (paragraph 7, line 5) = prevent
7 susceptible (paragraph 7, line 8) = exposed
8.3.2 Phrasal verbs
ʯ Activity 8.8 Completing sentences choosing from the

phrasal verbs given.
1. c om e dow n 6.c a m e uto

2. c a m e in 7.c om e ov e r
3. c om e s on 8.c a m e t hr ough
4. comes off 9. came up with
5. c a m e ….on 10. c a m e a c r os s

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8.4 Grammar
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Present Perfect and Present Perfect
Continuous Tenses
ʯ Activity 8.9 Identifying and writing down the tenses

used.
h a s id s a pe a r e d, ha ve eb e nl oki ng, ha s eb e nf e e di ng,
h a s c om e , ha s be e nt a ki ng, ha s be e nt a ki ng,
has …fulfilled, have protested, has refused,
h a ve l e f t, ha s di s a pe a re d
8.4.1 The Present Perfect Tense
ʯ Activity 8.10 Completing by changing the verbs into

present perfect tense
1 . ha s eb e n .ha5 s l a nde d 9. ha s a r r ive d/ ah s rb ughto
2 . ha ve w a s h e d .ha6 ve ong e 0.ha1 ve not ha d
3 . ha s your c o ru s e s ta r te d 7.ha ve w a l ke d 1 1.ha s a lre a dyc r a s he d
4 . ha ve n’ tpl a ye d 8.ha ve j us tc om e 12.ha s not r a ine d
8.4.2 The Present Perfect Continuous Tense

Dear teacher!
In the next two consecutive activities, students are required to provide the
present perfect and present perfect tenses of the verbs in brackets. In some
cases, there may be position changes of some words, and you should explain
why the change occurs. For instance, if you see number 4, the word ‘already’
is shifted to be placed between the two verbs. There are also cases when the
students might add the word ‘not’ as in numbers 2 and 7 as examples. So,
please explain why this happens to the students.

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ʯ Activity 8.11 Completing the paragraph changing the
VIII
verbs in parentheses into either present
perfect or present perfect progressive
tense.
( )1 B ot h A l e m u a nd S il e na t have planned a da il y m e nu. A l e m u ( 2) hasn’t

completed the onl ine f od s c ie nc e c our s e ye t be c a us e he w a s s ic k f or tw o
weeks. The professor is letting him make up the final exam next week. He (3)
has a l r e a dy taken the c our s e , s o he ( 4) has been helping A l e m u s tudy f or the
e xa m . H e ( 5) has already turned in hi s f od s a f e ty pa pe r . H e ( 6) has been
working ha r d o n hi s f o od s a f e ty pa pe r , but ( 7) he hasn’t finished it ye t. H e ( 8)
has been planning the f od budge t a nd the m e nu f or the hol ida y m e a l toge the r
f or a f e w w e e ks . H e ( 9) hasn’t served the hol ida y m e a l ye t, but the y pl a n to
s e r ve i tne xt T hur s da y .B ot hope t ogr a dua te i nD e c e m be r .
ʯ Activity 8.12 Writing present perfect or present perfect

continuous tense forms of the verbs in
parentheses.
Dear teacher!
Similar to Activity 8.10, Activity 8.11 also requires students to supply either
the present perfect or present perfect continuous tenses of the verbs in
brackets. Please ask students why they choose the tense form, and give them
explanations if they do not give the right reason for their choice. Dear teacher,
would you please give them some exercise on the words ‘since’ and ‘for’; the
examples we gave them may not be enough for them to master about their
uses.

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i A Lifelong Adventurer
t H e l e n T ha ye r ( 1) has never let a ge s top he r . S he a nd he r hus ba nd, B il l ,
VIII fulfilled a lifelong dream for their 40th w e di ng a nnive r s a r y . T he y w a l ke d 257
k il om e te r s in inte ns e he a t a c r os s the G o bi D e s e r t. T he r e the y m e t M ongol ia n
nom a ds a nd l e a r ne d a bout the ir c ul tur e . T o c e l e br a te 50 ye a r s of m a r r ia ge , the
T ha ye r s w a l ke d a l m os t 148 ki l om e te r s a c r os s the S a ha r a D e s e r t to s tudy the
c us tom s of the pe opl e w ho l ive the r e . N ow in he r s e ve ntie s , T ha ye r ke e ps on
p l a nningt r ips f or t he f ut ur e .
T ha ye r , bor n in N e w Z e a l a nd, ( 2) has been exploring the out dor s f or m os t
o f he r l if e . S inc e c hi l dho , s he ( 3) has travelled w ide l y in ha r s h c l im a te s a nd
a c r os s r ough l a nds . S he ( 4) has been walking to the N or th P ol e w ith he r dog
a s he r onl y c om pa nion. S he ( 5) has also kayaked 3541 ki l om e te r s dow n the
A m a z on, a nd ( 6) has done s e ve r a l m ount a in c l im bs . T he s e tr ips ( 6) have been
e a s y ,but t he y( 7) have beenve r ys a tis f yi ng.
In r e c e nt ye a r s , T ha ye r ha s be e n ta l ki ng to gr oups a r ound the w or l d. S he ( 8)
has continued to tr a ve l a nd br ing ba c k s tor ie s to s ha r e w ith bot h c hi l dr e n a nd
adults. Thayer hopes to inspire people to follow their passions and fulfill their
d r e a m s . W ha ti s he r a dvi c e ? S e tgoa l s ,pl a nf or s uc c e s s ,a ndne ve r gi ve up.
8.5 Speaking Skills

8.5.1 Discussion on health issues
ʯ Activity 8.13 Discussing questions in groups.
Dear teacher!
The students will have an opportunity to state many things about types of
diseases and ways of transmission. Let them discuss in groups as much
as possible using the expressions from the given table. For your general
feedback on how to organize their discussion sample presentation framework
and conversations are given below.

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1. I k no w o nl y k no w tw o ty p e s o f d is e a s e s . T h e s e a r e c h o l e r a a nd t
m a l a r ia . C h o l e r a is I th ink , tr a ns m itte d d u e to h y g ie ne p r o b l e m . VIII
M a l a r ia is tr a ns m itte d b y m o s q u ito s . .
2. C o nv e r s a tio n b e tw e e n a d o c to r a nd a p a tie nt
Dialogue 1
D co tor : H ow doyuf e e l i nyour s tom a c ?h
P a tie nt: M sy tom a c hi s c r a m ip ng.I omv ita ndI c a n’ te a tor dr ink
a nyt hi ng.
D oc tor : O K ,I ’ m goi ngt oc he c kyour t e m pe r a tur e a ndyour pul s e . Y ou
m a yne e da na ntibi ot ic i f youha ve a ni nf e c tion.
P a tie nt: C oul dyoupl e a s e gi ev m e s om e thi ngf or t he pa in,m yw hol e body
i s s or e a ndm yhe a id s a c hi ngt o.
D oc tor : Y e s ,I w il l pr e s c r ibe a nti- p a inf or t he pa innow .
P a tie nt: T ha nkyou.
Dialogue 2
P a tie nt: D oc tor ,I ha ve he a da c he s inc e ye s te r da ym or ning.
D oc tor : H a ve yout a ke na nym e di c ine s of a r ?
P a tie nt: Y e s ,bu tt he he a da c he ha s n’ tdi s a pe a r e d.
D oc tor : D oyur e m e m be r t he na m e of t he m e di c ine ?
P a tie nt: T w oP a r a c e ta m ol s .
D oc tor : Y ou’ ve a r un nynos e .I tl oks l ike your he a da c he i s a r e s ul tof
s inus i nf e c tion,a ndnot t he r e gul a r one t ha tr e s ul ts f r om a nxi e ty
a ndf a tigue .I ’ l l pr e s c r ibe a na ntibi ot ic t oc l e a r t he i nf e c tiona nda
pa inr e l ie ve r t or e l ie ve t he pa in.
P a tie nt: T ha nkyou,d c tor .
Sources: https://www.myenglishteacher.eu/blog/ & https://lemongrad.
com/conversation-between-doctor-and-patient/

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t
Dear teacher!
VIII
Students may give different answers for the three questions below. There is
no right or wrong answer. Please appreciate their attempts in answering the
questions. You can add also other questions of your own for more discussion.
Please organize the group considering gender, ability group and disabled
students (if there are any).
ʯ Activity 8.14 In groups, discuss the common diseases in

your local area answering the following
questions.
1. W h ic h o f th e d is e a s e s is k il l ing p e o p l e m o s t?
2. W h a t a r e th e c a u s e s f o r th e d is e a s e s ?
3. W h a t m e a s u r e s s h o u l d b e ta k e n to a l l e v ia te th e c a u s e s ?
8.5.3 Speaking based on conditional sentence type 3
Dear teacher! Please help students do the exercise in case they have difficulty
to be creative and ask questions.
ʯ Activity 8.15 Asking questions each other and providing

answers as in the examples given.
Students will extend the discussion by
adding their own questions and answers
related to the story.
The story
M y f r ie nd c a l l e d m e l a s t night . I w a s a s l e e p a t the tim e fo the c a l l . I s til l
he a r d tha t m y phone w a s r ingi ng utb I c oul nd ’ t ge t u p a nd pi c k it up.
In the m or ning, w he n I w oke up I s a w tha t m y f r ie nd w a s onl ine . W e
s ta r te d e xc ha ngi ngm e s s a ge s .

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Example questions and answers i
A: W ydh idn’ tyour e tur nm yc a l l l a s tni ght ? t
B : Iw ulo dha ve r e tur ne dyour c a l l l a s tni ght i f I ha dn’ tbe e na s l e e p. VIII
A : W hydi dyougt obe ds oe a r l y?
B: I wouldn’t have gone to bed so early if I hadn’t been tired.
A: What did you do to be tired?
B: I wouldn’t have been tired if I hadn’t been studying so much.
A: Wow, why did you study so much?
B:
A:
B:
8.6 Writing Skills

Dear teacher! If you feel that the points the students include in their writing
below are too many, you can reduce some of the elements.
ʯ Activity 8.16 Write an essay about the uses of the

internet based on the information in the
diagram. A sample related essay is given
to you.
Sample Essay: Importance of the Internet
T eh l a s t f e w ye a r s ha ve w itne s s e d he a vy r e l ia nc e on the inte r ne t. T hi s ha s be e n

because of multiple advantages that it has to offer – for instance reducing the
w or k s tr e s s a nd c ha ngi ng the f a c e of c o m m uni c a tion m os t im por ta ntl y . If w e
ta ke th e c u r r e nt s c e na r io, w e c a nnot ignor e how im por ta nt the Inte r ne t is in our
e ve r yda y l ive s . It is now inde e d a c ha l l e ngi ng ta s k to vi s ua l iz e a w or l d w ithout
th e i nte r ne t.

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VIII p ic tur e s , w e bs ite s , a nd pi e c e s of inf or m a tion. A not he r s e c tor in w hi c h the
internet has an undeniably important role to play is in the field of communication.
W ithout a c c e s s to the inte r ne t, the a bi l ity to s ha r e thought s to s ha r e thought s
a ndi de a s a c r os s t he gl obe w oul dha ve a l s obe e nj us ta dr e a m .

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9. Fairness and Equity

Unit IX
(16 Periods)
Learning Outcomes
.

ͬ appraise unity in diversity in Ethiopia,
ͬ contrast the forms and functions of the present perfect and

simple past tenses,
ͬ participate in conversation based on the ideas in the reading

passage,
ͬ integrate ideas from the reading passage to writing, and
ͬ write descriptive essays.

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IX
ʯ Activity 9.1 Pre-listening questions
Dear teacher!
A picture showing cultural diversity is given to the students in order to help

them activate their prior knowledge about cultural diversity, human rights and
democracy before they listen to the listening text. Then, help them brainstorm
their ideas freely and appreciate their responses to the pre-listening question.
Dear teacher!
Cultural Diversity, Human Rights and Democratic

Governance
Iti s a r gue dt hr ought t hi s r e por tt ha tr e s pe c tf or c ul tur a l di ve r s ityc ont r ibut e s
to t he di gni tyof e a c hi ndi vi dua l ,gr oupa ndc om m uni ty .R ight s a ndf r e e dom s
a r e not e xe r c is e di na va c um but a r e e m be de dw ithi na s oc ia l c ont e xt .
A l l r ight s a ndf r e e dom s ha ve a c ul tur a l di m e ns iont ha tc ont r ibut e s t ot he ir
effective exercise. It is precisely this dimension that forms the link
b e tw e e nt he i ndi vi dua l ,t he c om m uni tya ndt he gr oup,w hi c hgr ounds
u nive r s a l va l ue s w ithi na pa r tic ul a r s oc ie ty .
H mu a nr ight s a r e uni ev r s a l be c a us e t he ybe l ongt oa l l of hum a nity . T hi s i s t he

s e ns e i nte nde id nt he Universal Declaration of Human Rights ( UN ,1948) ,
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w ih c ah c know l e dge s t ha te ve r yone , i
a s a m e m be r of s oc ie ty s, houl ed xe r c is e a l l r ight s ‘ indi s pe ns a bl e f or hi s t
d igni tya ndt eh f r e e de ve l opm e ntof ih s ep r s ona l ity’ ( A r t.2) . IX
A l thoughs om e tim e s por tr a ye da s c ha l l e ngi ngt os oc ia l c ohe s ion,c ul tur a l

d ive r s ityi s ,ont he c ont r a r y ,a ne na bl e r of di a l ogue a ndm ut ua l e nr ic hm e nta nd
th us a s our c e of e c onom ic ,s oc ia l ,pol itic a l a ndc ul tur a l c r e a tivi ty .D e m oc r a tic
g ove r na nc e pr e s upos e s f or m s of gove r nm e nta ndm ode s of de c is ion- m a ki ng
th a tt a ke a c c ount of t he m ul tic ul tur a l c om pos itionof c ont e m por a r ys oc ie tie s
a ndt he ir w ide va r ie tyof be l ie f s ,pr oj e c ts a ndl if e s tyl e s .I npr om ot ing
a m or e i nc l us ive f or m of gove r na nc e ,t he m a na ge m e ntof c ul tur a l di ve r s ity
c a nt ur na s oc ie ta l c ha l l e nge i ntoa de m oc r a tic s tr e ngt ha ndt he r e byc ont r ibut e
to t he e s ta bl is hm e ntof t ha t culture of human rights and peace tow hi c h
UN E S C O a ndt he U nite dN a tions a r e c om m itte d.
1 …effective exercise.
2 …the community … the group.
3 …belong to ….
4 …economic, social, political … cultural creativity.
5 … decision making….
ʯ 9.3 Answering questions
1. H u m a n r ig h ts c o ns titu te v a r io u s f o r m s o f r ig h ts s u c h a s th e
r ig h t to l if e a nd l ib e r ty , f r e e d o m f r o m s l a v e r y a nd to r tu r e ,
fre e d o m o f o p inio n a nd e x p r e s s io n, th e r ig h t to w o r k a nd
e d u c a tio n, e tc .
2.Cultural diversity could benefit our development first through
m a inta ining p e a c e a nd s ta b il ity if th e r e a r e d ia l o g u e s a m o ng
s o c ie tie s . S e c o nd l y , m a inta ining c u l tu r a l d iv e r s ity h e l p s
p r e s e r v e e c o no m ic a l l y v ia b l e v a l u e s a nd c u l tu r e th a t c o u l d
f a c il ita te d e v e l o p m e nt. T h ir d l y , c u l tu r a l d iv e r s ity p r o m o te s
c r e a tiv ity o f ind iv id u a l s s o th a t d e v e l o p m e nt w il l b e
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i f a c il ita te d . G e ne r a l l y , c u l tu r a l d iv e r s ity w o u l d a c c e l e r a te th e
t s o c ie ty ’ s d e v e l o p m e nt g iv e n th a t th e r e is m u tu a l r e s p e c t a nd
IX u nd e r s ta nd ing .
3. S a m p le p a ra g ra p h :
Human rights and freedom of a society bring about opportunities and challenges.
They may provide societies with opportunities of having free interaction and
mutual understanding that could facilitate societal unity and cooperation.
Shared views and values developed and sustained in societies result in a sense
of solidarity and unity that requires a nation for peace and development.
Human rights and freedom also encourage innovation and new way of life
that may grant people more happiness and entertainment. However, there are
obvious challenges we may face because of human rights and freedom. For
example, several groups of people would become more relaxed and negligent
to societal values which are important for societal identity and religious
festivity. A globalized culture that disregards local norms and traditions that
are important for healthy co-existence of communities will destroy or dominate
everything of the societies. Indigenous ways of life and societal identity will
be threatened and global values that promote greediness and competitiveness
on market economy will be prevailed other than humanitarian elements such
as cooperation, charity, brotherhood and religiousness. Generally, if they
are not addressed strategically and thoughtfully, human rights and freedom
induce many challenges; in stead of opportunities that may facilitate social and
economic development of societies

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9.2 Reading Skills
IX
experiences, and sharing answers to
group members.
Dear teacher!
The students will have a variety of responses to the pre-reading question. Accept
their responses with appreciation because the purpose of these questions is to
help students raise their interest and stimulate their background knowledge
about equality, equity and justice.
ve r di c t= l a w j udgm e nt
j ur y= j udge s
f a ir = im pa r tia l
ʯ Activity 9.5 Answers for true/false questions

1. T r ue 4.F a ls e 7. T r ue 10. T r ue
2. T r ue 5. T r ue 8. T r ue
3 . T r ue 6. T r ue 9.F a ls e
ʯ Activity 9.6 Completing sentences to questions.
1 The civil rights or civil liberties are essential movements for justice.
2 People measure others on the scale of richness.
3 Theoretically, the jury’s role is to make a decision on what is best for the
community in the particular case.
4 The poor suffer everywhere in the world as they only struggle for their
survival but also find it hard to earn respect in the society.

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IX rights and encourage them to treat others fairly, equally and nicely.
6 The students can respond saying ‘agree’ or ‘disagree’ with their logical
reasons. They may say, for example, ‘Agree’ because unless we change
our society’s over emphasized attitude towards the role of money that
affects their loyalty and ethics, maintaining justice that is treating
persons equally and equitably will be challenging. They also respond
‘disagree’ because still there are many people who are affected by the
wealth or money in treating people equally and equitably, showing
justice.

9.3.1 Vocabulary taken from the reading passage

1 scheme (paragraph 1, line 18) = blueprint
2 allegedly ( paragraph 6, line 12) = supposedly
3 domain (paragraph 2, line 6) = scope
4 polity (paragraph 5, line 16) = community
5 invoked (paragraph 5, line 18) = called up
6 sprinting (paragraph 5, line 1) = rushing
7 stagger (paragraph 5, line 10) = waver
8 discern (paragraph 6, line 19) = distinguish
9 curse (paragraph 5, line 34) = condemnation
10 perpetrator (paragraph 6, line 13) = criminal

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9.3.2 Phrasal Verbs i
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ʯ Activity 9.8 Matching the phrasal verbs in the sentences IX
under Colum A with the meanings in
Colum B.
1. c ( de ep ndon/ r e l y) 4.a ( r e ucd e d)
2. f ( a d) 5.b( de l e te fd r om l is t)
3. e ( us e m or e a ut orh ity) 6.d( r e ucd e / c no s um e l e s s )
9.4 Grammar: Simple past and Present

Perfect Tenses
ʯ Activity 9.9 Reading dialogues to see how the present

perfect and the simple past tenses are
used in a partner’s e-mail.
Dear teacher!
Students should play the roles of A and B in addition to noticing how the
present perfect and the simple past tenses are used. Ask also students if they
can tell the functions of the two tenses based on the contexts the tenses are
used in the dialogue.
9.4.1 Simple Past Tense
Dialogue
A: You’ve been playing the flute ever since you were a c hi l d. I didn’t
knowt ha t.
B : Y e a h.I ’vea l w a ys lovedi t.
A : Have youa l w a ys wantedt opl a yi na nor c he s tr a ?
B: No. At first, I wantedt obe a m us ic t e a c he r .
T he a b ove s hor t di a l ogue c ons is ts of s im pl e pa s t ( w e r e , di dn’ t knwo , w a nte d)
a ndpr e s e ntpe r f e c t( ha ve l ove d,ha ve w a nte d) t e ns e s us e di npos itive ,ne ga tive
a ndque s tionf or m s .
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t Dear teacher!
IX Please ask students about regular and irregular verbs. Give them brief
explanations and let them identify which ones are regular and irregular verbs
in the sentences in Activity 9.9 below.
ʯ Activity 9.10 Giving correct simple past forms of the

verbs in brackets.
1. I ( 1 . ) finished m y w o r k l a s t nig h t.
2. W h e n I ( 2 . ) left s c h o o l , I ( 3 . ) cut m y h a ir a nd ( 4 . ) wore it s h o r t
e v e r s inc e .
3. I ( 5 . ) enjoyed r e a d ing th e b o o k ; it’ s a nic e s to r y .
4. Did y o u ( 6 . ) do y o u r h o m e w o r k ?
5. I ( 7 . ) was in th e s ta d iu m w h e n y o u ( 8 . ) called m e .
Dear teacher!
Ask students why they have used the negative and question forms of the
sentences the way they did in Activity 9.10. They should also give reasons to
select either the present perfect or simple past tenses in Activities 9.11 and
9.12. In activity 9.13, please focus more on how ‘since’ and ‘for’ are used
in the present perfect tenses. You can also give them additional exercises on
these two words as they are used in present perfect tenses.

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ʯ Activity 9.11 Changing the sentences given into
IX
negative and question forms.
1. H e w o r e h is h a ir l o ng w h e n h e w a s a t s c h o o l .
N e ag tive : He did not wear his hair long when he was at school.
Q ue s tion: Did he wear his hair long when he was at school?
2. M y b r o th e r w r o te s e v e r a l s h o r t s to r ie s .
N e ag tive : My brother did not write several short stories.
Q ue s tion: Did my brother write several short stories?
3. H e s m o k e d f o r tw o w e e k s . N o w h e is tr y ing to g iv e it u p .
N e ga tive : He did not smoke for two weeks. Now he is trying to give
it up.
Q ue s tion: Did he smoke for two weeks? Now he is trying to give it
up.
4. S h e a r r iv e d w ith h e r m o th e r y e s te r d a y .
N e ga tive : She did not arrive with her mother yesterday.
Q ue s tion : Did she arrive with her mother yesterday?
5. Z e b e rg a r e a d b o o k s w h e nh e w a s a ts c h o o l.
N e ag tive : Zeberga did not read books when he was at school.
Q ue s tion: Did Zeberga read books when he was at school?
9.4.2 The Present Perfect Tense
ʯ Activity 9.12 Completing the interview with the words

in parentheses. Use the present perfect or
simple past.
Sara: H wo l ong( 1) haveyou been a s na ke c a tc he r , Y a l e m w or k?

Yalemwork: ( 2) I have hadt hi s j obf or ove r t e nye a r s .
Sara: W he n( 3) have you becomei nte r e s te di ns na ke s ?
Yalemwork: W he n ( 4) I was a ki d, a nd ( 5) s na ke s have fascinated m e e ve r
s inc e the n. W he n ( 6) I was in m iddl e s c hol , ( 7) I did not read

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i m cu h a bout a ny ot he r s ub j e c t. D ur ing m y hi gh s c hol ye a r s , ( 8)
t I of te n volunteered a t th e l oc a l z o, a nd the n in c ol l e ge ( 9 ) I
IX majoredi nhe r pe tol ogy—t he s tudyof r e pt il e s .
Sara: A nd a f te r c ol l e ge ( 10) you have spent a f e w ye a r s in T ha il a nd.
Is n’ tt ha tr ight ?
Yalemwork: Y e s , I w a s w or ki ng w ith T ha i s na ke e xpe r ts . ( 1 1) I r e a l l y enjoyed
m yt im e w itht he m .
Sara: ( 12) Have you e ve r experienced a ny l if e - thr e a te ning s itua tions
s inc e yous ta r te dw or ki ngw iths na ke s ?
Yalemwork: ( 13) I worked w ith m a ny poi s onous s na ke s ove r the ye a r s , but
( 14) onl y one bit m e . T ha t w a s s c a r y! S inc e tha t tim e , ( 15) I have
paidm or e a tte ntion) t ot he s na ke s ’ be ha vi or .
Sara: W hydoul ove your j ob?
Yalemwork: ( 16) B e c a us e I wasa bl e t ol ive m yc hi l dhor e a m .
ʯ Activity 9.13 Reading Tefera’s diary and completing

with the verbs in brackets into the simple
past or the present perfect tense.
Y e s te r da y m y gr a ndf a the r ( 1.) told m e a bout hi s a dve ntur e s a nd the n I( 2.)

learned a l ot of thi ngs a bout hi m . H e ( 3.) has traveled to different cities since
1960.H e ( 4.) has already visited A s s e l a a nd G oba . H e a nd m y f a the r ( 5 .)
knew M e tu in 1973. T he y ( 6.) have a l r e a dy been to S e m e r a f or a m ont h, too.
E xc iting! I ( 7.) have not seen s uc h nic e pl a c e s ye t. L a s t ye a r , m y m ot he r ( 8.)
wanted to go on holidays to different regions of the country but my father
( 9.) had an accident in May, so finally we (10.) could not l e a ve . B ut m y
gr a ndm ot he r ( 1 1.) has just comeba c kf r om a s hor tt r ipt ot he s out h.

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ʯ Activity 9.14 Choosing the correct answer that best
IX
completes the sentence.
1. W h e r e ( a ) did he go l a s t m o nth ?
2. ( a ) Have y o u e v e r seen a w il d tig e r ?
3. I h a v e s tu d ie d E ng l is h ( c ) for five years.
4. S h e h a s w a ite d f o r y o u ( a ) since f o u r o ’ c l o c k .
5. T h e y h a v e n’ t s tu d ie d f o r th e e x a m ( a ) yet.
9.5 Speaking Skills

Dear teacher!
The Table below focuses on the causes, effects and ways of preventing
discrimination in a society. Please help the students discuss the issues in depth
based on the information in the table and adding their own ideas. You need
to appreciate their efforts in speaking in English and forwarding intelligent
ideas, concerning the discussion point.
The students should do the Activity in groups of four or five. Please consider
the composition of the group members to be sensitive to:
a)gender,
b)ability group, and
c) physically impaired students (if there are any).
ʯ Activity 9.15 Discussingthe causes, effects and ways

of preventing discrimination in groups
based on the notes given in the Table.

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i Causes of Effects of
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discrimination discrimination Ways of preventing discrimination
IX in society on society
- a ge , une qua l s oc ie tie s - R e s pe c tc ul tur a l a ndr a c ia l
- di s a bi l ity , e xpe r ie nc e differences in schools, workplaces
- e thni c ity , - s oc ia l , a ndc om m una l a c tivi tie s
- or igi n, - e nvi r onm e nta l , - B e godi nc onduc ta nds pe e c h,
- pol itic a l - e c onom ic , - R e f us e t oi nitia te ,pa r tic ipa te ,
be l ie f , - c ul tur a l , or c ondone di s c r im ina tiona nd
- ra c e , - uni ty ,pr obl e m s ha r a s s m e nt,
- r e l igi on , - A voi dr a c e - ba s e dor c ul tur a l l y
- s e xor offensive talks, humor or stories
ge nde r ,
- l a ngua g e ,
- c ul tur e
ʯ Activity 9.16 Discussing with a partner how

discriminations associated with the
issues raised below are prevented or can
be prevented in Ethiopia.
- e thni c ity , -r a c e
- na tiona l ity - e c no om ic c ondi tion
- a g e - di s a bi l itya ndr e l igi on
- ge nde r ,
Dear teacher!
This is a very important issue students should be aware of; therefore, let them
discuss freely with your guidance to generate ideas to alleviate the social evils
related to the listed points of discussion. Please encourage them to add their
own ideas or points for discussion.

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ʯ Activity 9.17 Choosing any three hints given and
IX
asking questions each other in turns to
respond to using present perfect tense to
develop a story.
Dear teacher!
The students’ answers may vary; and please appreciate their endeavors to
develop a story using the present perfect tense. If you feel that the task is
difficult for the students, you can also do the first clue given with the whole
class. Then, they should do it in pairs with a partner. The discussants
can produce as many questions and answers as they can, extending the
conversation between them.
Example
1. ( tr a ve l youha d)
a) W he r e ha ve yout r a ve l e d?
b) Iha ve t r a ve l l e dt oG onda r ?
a) W hya ve yougne t oG onda r ?
b) Iha ve gone t oG onda r t ovi s itt he hi s tor ic a l C a s tl e s ?
a) H a ve youha da nyi nf or m a tiona bout t he C a s tl e s ?
b) Y e s ,I ha ve be e ni nf or m e dby a f r ie nd.
a) W ha ts pe c ia l t hi ngs ha s your f r ie ndvi s ite di nt he C a s tl e ?
b) H e ha s vi s ite dt he i nge nuous c r a f ts of our pe opl e i nbui l di ngs .
a) _
2. ( s por ts youpl a y)
3. ( a pl a c e youha ve be e n)
4. ( inte r e s tingf odyuha ve e a te n)
5. ( T he gr e a te s tpe r s onw hom youha ve m e t)
6. ( the l e ngt h of tim e you ha ve s tudi e d E ngl is h a nd your a bi l ity in E ngl is h)
7. T he m os te xc itingt hi nkyouha ve done t hi s w e e k)

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9.6 Writing Skills
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9.6.1 Extended writing activity to the reading passage
ʯ Activity 9.18 Writing a paragraph based on the answers

students give to questions. Students
should make sure that the sentences
they produce are connected logically and
coherently.
1. How do you define cultural diversity?

2. What benefits people can get being aware of cultural diversity?
3. W h a t c h a l l e ng e s o r d is a d v a nta g e s d o y o u g e t f r o m c u l tu r a l
d iv e r s ity ?
Dear teacher!
Students may give answers to the above questions based on the information
in the reading passage in the Unit. But encourage them also to add their own
ideas to deeply understand the concept, its benefits and challenges. We have
added for you some ideas about the definitions, benefits and challenges of
cultural diversity from an internet source.
1. Definitions
C ul tur e is a br oa d te r m th a t e nc om pa s s e s be l ie f s , va l ue s , nor m s , be ha vi or s ,
and overall can be understood as our “way of being.” When you go out into the
world, you will come into contact with people from different backgrounds and
w a l ks of l if e . It’ s a god r ul e of thum b to honor c ul tur a l di ve r s ity w ith your
a c tions .
T eh r e f or e , C ul tur a l di ve r s ity is s ynonym ous w ith m ul tic ul tur a l is m .

Multiculturalism is defined by the E nc yc l ope di a B r ita nnic a as, “the view that
c ul tur e s , r a c e s , a nd e thni c itie s , pa r tic ul a r l y thos e of m inor ity gr oups , de s e r ve
special acknowledgment of their differences within a dominant political culture.”
C ul tur a l di ve r s ityl oks l ike t hi s :
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• In A Workplace: H a iv ng a m lu til ingua l te a m , ah vi ng a di ve r s e r a nge i
of a ge s w or ki ng toge the r , ha iv ng pol ic ie s tha t a r e voc a l l y a ga ins t t
di s c r im ina tion,e tc . IX
• In A School Setting: H a vi ng s tude nts f r om a l l o ve r the w or l d ( l ike a t the
Unive r s ity of the P e opl e ) , b e ing a c c e pt ing of a l l r e l igi ous pr a c tic e s a nd
tr a di tio ns tha t s tude nts pa r t ta ke in, s upor ting s tude nts to s ha r e the ir
c ul tur e s w ithone a not he r ,e tc .
2. Benefits
R e c ogni z ingt ha tt he r e i s a l a r ge a m ount of c ul tur e s t ha te xi s t
• Respecting each other’s differences
• A c kno w l e dgi ngt ha ta l l c ul tur a l e xpr e s s ions a r e va l id
• V a l ui ng w ha tc ul tur e s ha ve t obr ingt ot he t a bl e
• E m pow e r ingdi ve r s e gr oups t oc ont r ibut e
• Celebrating differences, not just tolerating them
• D ive r s e c ul tur a l pe r s pe c tive s c a n ins pi r e c r e a tivi ty a nd dr ive innova tion
• L co a l m a r ke t know l e dge a nd ins ight m a k e s a bus ine s s m or e c om pe titive
and profitable
• C lu tur a l s e ns itivi ty , ins ight , a nd l oc a l know l e dge m e a ns hi ghe r qua l ity ,
ta r ge te dm a r ke ting
• D r a w ing f r om a c ul tur a l l y di ve r s e ta l e nt pol a l l ow s a n or ga niz a tion to
a ttr a c t a ndr e ta int he eb s tt a l e nt
• A diverse skills base allows an organization to offer a broader and more
a da pt a b l e r a nge of pr oduc ts a nds e r vi c e s
• D ive r s e t e a m s a r e m or e pr oduc tive a ndpe r f or m be tte r
• G r e a te r opr tuni tyf or pe r s ona l a ndpr of e s s iona l gr ow th

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Its benefits in education
IX • D e e pl e a r ning
• Confidence and growth
• P r e pa r a tionf or t he f ut ur e
• M or e e m pa thy
3. Challenges
• C ol l e a gue s f r o m s om e c ul tu r e s m a y be l e s s l ike l y to l e t the ir voi c e s

be he a r d
• Integration across multicultural teams can be difficult in the face of
pr e j udi c e or ne ga tive c ul tur a l s te r e ot ype s
• Professional communication can be misinterpreted or difficult to
un de r s ta nda c r os s l a ngua ge s a ndc lu tur e s
• N a vi ga ting vi s a r e qui r e m e nts , e m pl oym e nt l a w s , a nd the c os t of
accommodating workplace requirements can be difficult
• Different understandings of professional etiquette
• Conflicting working styles across teams
Taken from https://www.uopeople.edu/blog/what-is-cultural-diversity/ &

https://www.hult.edu/blog/benefits-challenges-cultural-diversity-
workplace/

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9.6.2 Descriptive essay using the present perfect tense t
IX
ʯ Activity 9.19 The following paragraph is a short story
developed using present perfect tense.
Developing a parallel paragraph.
M e r ha w it ha s j us t w a l ke d out s ide w ith he r gr a ndm ot he r . S he w e a r s a n a rp on.

So far, she has finished cleaning and washing. She has also gathered seeds
a nd c r um b s . N ow M e r ha w it a nd G r a ndm ot he r a r e out s ide . M e r ha w it ha s j us t
d r ope d s om e s e e ds on the gr ound to f e e d the bi r ds . T he bi r ds ha ve not c om e
y e t. R e c e ntl y , G r a ndm ot he r ha s m ove d in w ith M e r ha w it’ s f a m il y . S he now
e nj oys l ivi ng w ith th e m . G r a ndm ot he r h a s a l r e a dy s a t dow n on the be nc h. S he
also wears an apron. She has just finished cooking.
Adapted from www.really-learn-english.com

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Information
• J e m il a l ive s i nS e m e r a ( A f a r R e gi no )
• H e r gr a ndc ih l dr e nl ive i nD ir e D a w a
• H e r gr a ndc ih l dr e nl ive di nD ir e D a w a f or t hr e e ye a rs
• Je m il a a ndhe r gr a ndc hi l dr e ndi dnot m e e tf or t hr e e ye a rs
• T he yt a l kont he phone
• T he ye m a il e a c hot he r
• T he ys ha r e pi c tur e s
• Je m il a kni ts s c a r ve s a ndbl a nke ts t os e ndt heo r gr a ndc hi l dr e n
• S he ha s kni tte dt w ol a r ge bl a nke ts a nda s c a r f
Dear teacher!
Students may develop different paragraphs that constitute the present perfect
tense. We think that you should appreciate any story they develop. Please check
the tense form and content employed in their paragraphs. The following
example paragraph can help your students develop a parallel paragraph of
their own based on the information given above.

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Example student parallel writing IX
J e m il a l iv e s in S e m e r a , in A f a r R e g io n. H e r g r a nd c h il d r e n l iv e in D ir e
D a w a . T h e y h a v e l iv e d in D ir e D a w a f o r 3 y e a r s . J e m il a h a s no t s e e n
he r g r a nd c h il d r e n in o v e r a y e a r . S h e h a s ta l k e d to h e r g r a nd c h il d r e n o n
th e p h o ne a nd th r o u g h e - m a il s m a ny tim e s . S h e h a s a l s o s e e n p ic tu r e s
of h e r g r a nd c h il d r e n. T h e y h a v e g r o w n s o m u c h s inc e th e l a s t tim e
th e y v is ite d S e m e r a . J e m il a k nits s c a r v e s a nd b l a nk e ts to s e nd to h e r
gr a nd c h il d r e n in D ir e D a w a . S o f a r , s h e h a s k nitte d tw o l a r g e b l a nk e ts
f o r h e r g r a nd d a u g h te r s . S h e h a s a l s o k nitte d a s c a r f f o r e a c h g r a nd c h il d .
ʯ Activity 9.20 Writing a descriptive essay about their

community (i.e. in their hometown or
village)
Dear teacher!
Let students include the following points in their writing.
a ) D e s c r ipt ionof w he r e your c om m uni tyi s ,
b) H ow m a nype opl e t he r e a r e ( a pr oxi m a te ) ,
c )L ive l ihod,
d) R e l igi ona nde thni c ity ,
e )N a tur a l a nd/ or m a n- m a de he r ita ge s a va il a bl e ,a nd
f )O the r s .
If you feel that there are other points they should include in their essay,
please guide them to include those points. Please appreciate their endeavors
in writing so that they can be encouraged for more writing in future

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Unit 10. The internet

(17 Periods).
Learning Outcomes


ͬ create awareness about the uses of computer and the internet,
ͬ review about tenses,
ͬ participate in conversation based on the ideas in the reading

passage, and

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experiences.
Dear teacher!
Students are required to listen to the text below twice. Please read the text
in moderate speed so that students can follow you. If you observe that the
students have not understood you, you can repeat your reading once again.
Before they listen to the text however, please ask them the following pre-
listening questions. There is no right or wrong answer the students give to
the questions; so appreciate their responses and include your own answer to
make the answers information (experience) sharing.
What is the internet?
T eh I nte r ne t is a gl oba l s ys te m of inte r c onne c te d c om put e r ne tw or ks tha t

u s e the s ta nd a r d Internet protocol suite, a s e t of c om m uni c a tions pr ot oc ol s ,
to serve billions of users worldwide. The internet has reshaped and redefined
most traditional communications media including telephone, music, film, and
te l e vi s ion. T hi s ha s g ive n bi r th to ne w s e r vi c e s . N e w s pa pe r , bok a nd ot he r pr int
p ubl is hi ng a r e a da pt ing to W e b s ite te c hnol ogy , or a r e r e s ha pe d into bl ogi ng
a ndw e bf e e ds .
T eh I nte r ne t h a s e na bl e d or a c c e l e r a te d ne w f or m s of hum a n inte r a c tions thr ough
ins ta nt m e s s a gi ng, I nte r ne t f or um s , a nd s oc ia l ne tw or ki ng. O nl ine s hopi ng ha s
b om e d bo th f or m a j or r e ta il out l e ts a nd s m a l l a r tis a ns a nd tr a de r s . B us ine s s - to-
business and financial services on the Internet affect supply chains across entire
indus tr ie s .

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T eh or igi ns of the I nte r ne t r e a c h ba c k to r e s e a r c h of the 1960s , c om m is s ione d
X b y the Unite d S ta te s gove r nm e nt in c ol l a bor a tion w ith pr iva te c om m e r c ia l
inte r e s ts to bu il d r obus t, f a ul t- tol e r a nt, a nd di s tr ibut e d c om put e r ne tw or ks . T he
c om m e r c ia l iz a tion o f w ha t w a s by the 1 9 90s a n inte r na tiona l ne tw or k r e s ul te d
in its pou l a r iz a tion a nd inc or por a tion into vi r tua l l y e ve r y a s pe c t of m ode r n
h um a n l if e . A s of 201 1, m or e tha n 2.1 bi l l ion pe opl e — ne a r l y a thi r d of E a r th’ s
p opul a tion—us e t he s e r vi c e s of t he I nte r ne t.
ʯ Activity 10.2 Listening to the passage and completing

the missing parts.
1 …telephone, music, film, …television.

2 …, internet forums, … social networking.
3 …entire industries.
4 …popularization … incorporation …
5 The internet.
ʯ Activity 10.3 Deciding whether the following statements

are ‘true ‘or ‘false’. If the statement is
‘false’ students are required to give the
correct answer as per the information
in the listening passage in the second
column, and their own views on the third
column.

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True/ Correct answer as per the about the
False passage statement X
T eh i nte r ne tha s r e s ha pe dt he
1.F a ls e tr a di tiona l m e di a .
2.T r ue T eh i nte r ne tha s ha d a ni m pa c t
S tude nts w il l ha ve
onc om m e r c e .
av r ious t ype s of
3.F a ls e T eh i nte r ne tha s ha d a ni m pa c t av r ious .
onc om m e r c e .
ne a r l ay t hi r dof E a r th’ s
4.F a ls e poul a tion
ʯ 10.3 Answering questions
1. Internet affects people’s lives in several ways. It forces people

to spend many hours on internet surfing or browsing. Internet
a l s o f a c il ita te s c o m m u nic a tio n a m o ng p e o p l e l iv ing f a r a w a y . I t
f u r th e r th r e a te ns p e r s o na l a nd ins titu tio na l p r iv a c y .
2. S a m p l e s e nte nc e s a b o u t th e im p a c t o f th e I nte r ne t o n p e o p l e ’ s
inte r a c tio n
a) T h e phys ic a l i nte r a c tionof pe opl e ha s be e nr e duc e dbe c a us e of
inte r ne tt e c hnol ogy .
b) T h e s e da y s ,I nte r ne tm a ke s m a nype opl e eb c om e bus iy npl a iy ng
ga m e s a ndc ha ttingont he ir m obi l e i ns te a ofd t a l ki ngf a c e - to- f a c e
ingr oups .
c) I nte r ne ts pe e ds ups ha r ingof i de a s a nds c a l ingupc ove r a ge of
s p a c e i nhum a nc om m uni c a tionpr oc e s s .

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X The Internet provides people with enormous advantages. First, it facilitates
sharing of ideas at a distant. People exchange instant information through
email or any other communication systems. They express their love or concern
with friends or relatives through writing emails or voice calls using Internet
technology. Internet also serves as a source of knowledge and skills. It helps
people learn many things using internet materials, books, videos etc. Besides,
Internet offers people various forms of entertainment. Many people usually
make use of variety of games, movies and cartoons for entertainment purpose.
They spend several hours watching movies on the Internet, playing games
and chatting. The Internet further gives people or institutions opportunity to
make money in advertising, and e-commerce activities. Generally, these days,
an overwhelming access to the Internet, enables institutions to function their
overall working system; that is, using the Internet is now almost everything for
people to accomplish their day-to-day activities
10.2 Reading Skills
ʯ Activity 10.4 Before you read the passage, answer the

following questions. Share your answers
to your group.
Dear teacher!
The students will have a variety of responses to the pre-reading questions
1 and 2. Accept their responses with appreciation because the purpose of
asking these questions is to help students raise their interest and stimulate
their background knowledge about computer and internet.

surfing = browsing
s of tw a r e = pr ogr a m
a dve nt= innova tion
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ʯ Activity 10.5 ‘True’ or ‘false’ (based on the information
X
in the passage).
1. T r ue 4.F a ls e 7. T r ue 10. T r ue
2. T r ue 5. T r ue 8.F a ls e
3. T r ue 6. T r ue 9. T r ue
ʯ Activity 10.6 Giving answers to questions in complete

sentences.
1. T h e re a re s e v e ra l a d v a nta g e s o f th e c o m p u te r a nd inte r ne t.
T h e s e a re : it is a b l e s s ing f o r s tu d e nts w h o c a n s u b m it th e ir
a s s ig nm e nts in ne a t a nd l e g ib l e s h e e ts . B e s id e s , it h e l p s
k no w l e d g e inc r e a s e , e tc .
2. T h e r e a r e s e v e r a l a d v a nta g e s o f th e c o m p u te r a nd inte r ne t.
These are: individuals spend hours chatting or surfing on the
ne t, b u t th e y d o no t h a v e tim e f o r th e m e m b e r s o f th e f a m il y .
B e s id e s , th e a d v a nc e d a nd m o r e d e v e l o p e d c o u ntr ie s s p e nd 2 0
h o u r s a w e e k p l a y ing c o m p u te r g a m e s .
3. T h e m a in id e a o f p a r a g r a p h o ne is h ig h l ig h ting th e a d v a nta g e s
a nd d is a d v a nta g e o f c o m p u te r s a nd inte r ne ts , w h ic h is th e g is t
o f th e o v e r a l l r e a d ing p a s s a g e .
4. The word ‘these’ in paragraph 3, line 7 refers to the benefits of
th e inte r ne t s ta te d in th e p r e c e d ing s e nte nc e s .
5. D u e to th e l o ng h o u r s s p e nt s itting in f r o nt o f th e c o m p u te r , th e
s tu d e nts ’ c o m m u nic a tiv e a nd r e a d ing b e h a v io r s a r e d e c l ining .

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10.3.1 Words taken from the reading passage
ʯ Activity 10.7 Giving contextual meanings to words

taken from the reading passage.
1. c o u nte r ( p a r a g r a p h 1 , l ine 1 0) = o p p o s ing

2. v ig o r o u s ( p a r a g r a p h 2 , l ine 1) = p o w e r f u l
3. l e g ib l e ( p a r a g r a p h 2 , l ine 3) = re a d a b le
4. s c o p e ( p a r a g r a p h 2 , l ine 7) = o p p o r tu nity
5. p e r v a s iv e ( p a r a g r a p h 4 , l ine 1 ) = c o m m o n
6. c a s te ( p a r a g r a p h 5 , l ine 2 ) = s o c ia l c l a s s
7. g a r ne r ( p a r a g r a p h 6 , l ine 2 ) = c o lle c t
8. d e x te r ity ( p a r a g r a p h 7 , l ine 5) = a p titu d e
9. d e te r io r a ting ( p a r a g r a p h 8 , l ine 6) = w o r s e ning
10. b o o n ( p a r a g r a p h 8 , l ine 9) = a d v a nta g e
10.3.2 Phrasal Verbs
Dear teacher!
Phrasal verbs may be difficult to students, so please give them:
1. a w o r d o f a d v ic e to c o ns u l t th e ir d ic tio na r y f o r th e m e a ning s o f
th e p h r a s a l v e r b s ;
2. the definitions of the phrasal verbs with additional examples
th a t c a n s e r v e th e m a s c o nte x ts o f u s e o f th e p h r a s a l v e r b s ; a nd
3. a d d itio na l e x e r c is e s o n p h r a s a l v e r b s th a t a r e f o r m e d u s ing
‘ c u t’ , ‘ d o ’ a nd ‘ d e a l ’ .

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ʯ Activity 10.8 Selecting the appropriate particles, and
X
guessing the meanings of the phrasal
verbs from the context they are used in.
1. I f y o u w a nt to l o s e w e ig h t, y o u h a v e to c u t down (on) th e
a m o u nt o f f o o d y o u c o ns u m e .
2. Z ina s h cut off th e p ie c e o f m e a t into s m a l l p ie c e s f o r h e r
y o u ng e r b r o th e r .
3. T h e d o c to r to l d h im to c u t down (on) s a l t a s h is b l o o d p r e s s u r e
w a s a l ittl e h ig h .
4. M y p h o ne c a l l w a s c u t off b e f o r e I c o u l d g e t th e inf o r m a tio n.
5. H e h a d to c u t out s m o k ing in o r d e r to b e p r e p a r e d f o r th e
m a r a th o n.
6. W ith a l ittl e p r a c tic e , y o u c a n c u t up a w h o l e c h ic k e n y o u r s e l f
f o r f r y ing .
7. A nu m b e r o f p e o p l e h a v e b e e n e m p l o y e d to d e a l with th e
b a c k lo g o f w o rk .
8. M a ny c o u ntr ie s d id away with d e a th p e na l ty m a ny y e a r s a g o .
9. I w il l d o it over because my first attempt was not successful.
10.T he r e is no s u g a r , s o I w il l h a v e to d o it without.
11. I doz e d off w h il e I w a s r e a d ing b e c a u s e I s l e p t o nl y f e w h o u rs
l a s t nigh t.
12. I t is no t c u s to m a r y f o r m e n to d r e s s up a s w o m e n, a nd w o m e n
a s m e n.
13. H is h a nd w a s c u t off in th e a c c id e nt.
14. W hy d id y o u d r e s s up th e ta b l e l ik e th is ?
15. S he doz e d off in front of the fire.

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X Simple Past, Past Continuous, Present
Perfect and Present Perfect Continuous
Tenses
ʯ Activity 10.9 Discussing the simple past, the past
continuous, the present perfect and the
present perfect continuous tenses
Dear teacher!
The grammar elements in this Unit are mere revisions. Please advise the
students to share their knowledge about the tenses and to construct their own
positive, negative and question forms of the tenses.
ʯ Activity 10.10 Writing the correct forms of the verbs in

brackets in the dialogue.
1. do you take 2. I always wanted 3. did the trip take 4. I travelled
ʯ Activity 10.11 Completing the paragraph selecting

from the verbs in parentheses.
I (1) had a terrible car accident when I was sixteen. I (2) lost a leg. As
an athlete, this was especially devastating. I (3) have been a gymnast
from the age of eight, and I (4) have won three national competitions.
It (5) took me a lot of time to recover, and I (6) haven’t thought
about competing again. Then, one of my coaches (7) told me about the
Paralympics and (8) suggested that I train for swimming. I could do that
with only one leg. I (9) always wanted to be in the Olympics. In fact, I
(10) was training for the Olympics at the time of my accident. So I (11)
listened to my coach and (12) started swimming. I (13) have swum
ever since that day and I love it. I (14) have won several competitions.
Lately, I (15) was training for the next Paralympics. I hope to win a
medal!
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ʯ Activity 10.12 Underlining the verbs used in the story,
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telling what tenses the verbs are used
and discussing in groups what the writer
wants to say by adding the verb tenses.
Dear teacher!
In this Activity, students’ answers constitute different tenses: past continuous,
simple past, simple past and past perfect passive and simple present verbs.
Students are required to identify and provide reasons why the tenses are
used. Let them discuss together, but they need your support. Please give them
explanations why different tenses are used.
In the group discussion, please consider the group composition:
1. to balance gender,
2. ability groups, and
3. sight-impaired students to be in different groups (if there are
any).
Achieving a Goal
About a year ago, I was watching the Olympics, and I decided that I
wanted to become a runner. I knew I should set an achievable goal, so
I decided to train for a 5K race. My parents were surprised when I told
them about my goal, because I had never been interested in running
before. In fact, I had never run more than a mile, and I had always been
very slow. My friends thought I was joking. Everyone assumed that I
would quit after a week.
Fortunately, I proved them all wrong. I did two things to achieve my

goal. First, I went online and researched a good training plan. I found
a website that helps you plan workouts. You start by walking, and then
you gradually start running. After that, I joined a local running group.
We ran in the park twice a week, and I made friends who had also
decided to run a 5K.

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i T h re e m o nth s l a te r , I a c h ie v e d m y g o a l : I r a n in my first race. I d id n’ t
t w in, b u t I r a n th e w h o le w a y , s o I w a s p ro u d o f m y s e lf. S inc e th e n, I
X ha v e r u n in s e v e r a l ra c e s . I h a v e a l s o s ta r te d tr a ining f o r a l o ng e r r u n.
M y ne x t g o a l is to r u n in a 1 0 K r a c e . M y f r ie nd s h a v e s to p p e d la u g h ing
a tm e , a nd a f e w o f th e m h a v e e v e n a s k e d m e to h e l p th e m s ta r t.
ʯ Activity 10.13 Putting verbs into the more suitable

forms.
1. Have you been playing te nnis ?

2. S o m e b o d y is b r e a k ing th e w ind o w .
3. Y o u l o o k tir e d . H a v e y o u w o r k e d h a r d ?
4. ‘ H a v e y o u e v e r w o r k e d in a f a c to r y ? ’ ‘ N o , N e v e r . ’
5. ‘ H a nna is a w a y o n h o l id a y . ’ ‘ I s s h e ? W h e r e is s h e g o ing ? ’
6. My brother is an actor. He has appeared in several films.
7. ‘ S o r r y I ’ m l a te . ’ ‘ T h a t’ s a l l r ig h t. ’ ‘ I d o no t w a it l o ng . ’
8. ‘ I s it s til l r a ining ? ’ ‘ N o , ( it h a s s to p p e d ) . ’
9. I l o s t m y p h o ne . H a v e y o u s e e n it a ny w h e r e ?
10.I am reading the book you lent me, but I haven’t finished it
ye t. I t’ s v e r y inte r e s ting .
ʯ Activity 10.14 Developing own sentences on simple

past, past continuous, present perfect,
and present perfect continuous tenses.
Dear teacher! Students need to discuss their answers; so please check how
they have done the activity and discuss it together taking every possible care
to safeguard yourself and the students from COVID-19.
Example answers
1. S im p l e p a s t
A . I u s e d to s tu d y h a r d w h e n I w a s in p r im a r y s c h o o l .
B . S h e p l a y e d v o l l e y b a l l w ith h e r f r ie nd s .

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A . I w a s r e a d ing a b o o k w h il e s h e c a m e in. X
B . They were playing football in the field.
3. P r e s e nt p e r f e c t te ns e
A . H e h a s s u r f e d th e inte r ne t to g e t no te s a b o u t
E ng l is h te ns e s .
B . T h e s tu d e nts h a v e r e f e r r e d to th e inte r ne t to
u nd e r s ta nd th e u s e s o f E ng l is h te ns e s m o r e .
4. P r e s e nt p e r f e c t c o ntinu o u s te ns e
A . I have been working in my office when she
a r r iv e d .
B . H e h a s b e e n r e a d ing a b o o k s inc e m o r ning .
10.5 Speaking Activity

Dear teacher!
Students will learn how to express their opinions politely in discussing
‘The social Media Status of Ethiopia, 2021’. To help them discuss in depth,
they are given the following questions. Please help them do the exercise all
participating in giving their opinions. You can give each of them roles to play.
There is no right or wrong answer in their responses to the questions. Please
focus on how they forward their opinions and their participation.
ʯ Activity 10.15 Expressing opinions in groups about the

social media status of Ethiopia in 2021
1. H o w d o y o u s e e th e s ta tu s o f u s e o f th e s o c ia l m e d ia in e a c h o f
th e m e d ia s ta te d ?
2. What should the social media do to benefit the Ethiopian
p e o p le ?
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t 3. W h a t d o y o u th ink y o u c a n c o ntr ib u te f o r th e s o c ia l m e d ia to
X p r o v id e g e nu ine inf o r m a tio n?
4. H o w d o y o u e v a l u a te th e e x te nt o f inte r ne t u s e in E th io p ia ?
5. W h a t is th e im p o r ta nc e o f inte r ne t a p p l ic a tio n in E th io p ia ?
6. W h a t s h o u l d b e d o ne to im p r o v e its u s e in th e c o u ntr y ?
The Social Media Status of Ethiopia, 2021

Social media %
T w itte r 9.38
F a c e bok 7.34
Y ouT u be 0.741
(Taken from, https://internetysociety.org)
Sample answers
In the modern world, people use the social media very much; the media have
become international means of communication. However, people’s utilization
of the social media in Ethiopia seems to be limited compared to their use in
different countries. For instance, in 2021, only 39.38% of the population uses
Twitter. I think this is very small when we see the role the medium plays. I imagine
that Facebook utilization is also limited. Surprisingly, I see that people’s use of
YouTube in Ethiopia is inadequate. I think they should use much more than this.
Dear teacher!
Please make the students’ conversation dyadic or with small groups so that
they can discuss the issue in depth. You need to tell them some of the phrases
that are commonly used to express opinions politely. The phrases may express
agreement or disagreement. As a help for you, you can refer to the phrases
included in the Table below, but please add also your own to the list.

Speaking Activity U
n
i
Notes: Phrases that can help you express opinions t
Phrases used to Asking for opinion Agreement Disagreement X
express opinion
I t hi nk… W ha tdoyut hi nk S odI . I di s a gr e e !
I be l ie ve … of …? M e t o. I don’ ta gr e e .
If e e l… W ah ta r e your Definitely. I ’ m not s ur e I a gr e e
thought s on…? w ithyoun…
I nm y I a gr e e .or
opi nion… H wo doyuf e e l I ’ m s or r ybut I
I c ulo nd ’ t
a bout …? a nd don’ ta gr e e .
I w oul ds a y… a gr e e m ro e .
W ah t’ s yo ur opi nion I ’ m a f r a idI
on…? id s a rg e e .

U Writing Activity
n
i
t
10.6 Writing Activity
X
Dear teacher!
If you feel that the points the students include in their writing below are too
many, you can reduce some of the elements.
ʯ Activity 10.16 Write an essay about the uses of the

internet based on the information in the
diagram. A sample related essay is given
to you.

Writing Activity U
n
i
t
ɩ Sample Essay: Importance of the X
Internet
T h e l a s t f e w y e a r s h a v e w itne s s e d h e a v y r e l ia nc e o n th e inte r ne t. T h is
has been because of multiple advantages that it has to offer – for instance
r e d u c ing th e w o r k s tr e s s a nd c h a ng ing th e f a c e o f c o m m u nic a tio n
m o s t im p o r ta ntl y . I f w e ta k e th e c u r r e nt s c e na r io , w e c a nno t ig no r e
ho w im p o r ta nt th e I nte r ne t is in o u r e v e r y d a y l iv e s . I t is no w ind e e d a
c h a l l e ng ing ta s k to v is u a l iz e a w o r l d w ith o u t th e inte r ne t.
One may define the internet as a large library composed of stuff like –
r e c o r d s , p ic tu r e s , w e b s ite s , a nd p ie c e s o f inf o r m a tio n. A no th e r s e c to r
in w h ic h th e inte r ne t h a s a n u nd e nia b l y im p o r ta nt r o l e to p l a y is in th e
field of communication. Without access to the internet, the ability to
s h a r e th o u g h ts to s h a r e th o u g h ts a nd id e a s a c r o s s th e g l o b e w o u l d h a v e
a ls o b e e nju s ta d r e a m .
ʯ Activity 10.17 Write sentence-level polite agreements or

disagreement to the following statements
first, and then write paragraphs on any
two of the statements.
Possible answers
1 Internet-use is important to our country. I think it is important because
it help students get a lot of resources to learn different subjects,
and people can get information about technology.
2 Many people are using the social media dishonestly. In my opinion,
people should be ethical and use the social media to share relevant
experiences.

U Writing Activity
n
i
t 3 I feel like that we are not doing enough to our country. If you ask me,
X I would like to devote myself in contributing to my country doing
anything I can.
4 I believe that we should depend less on technology. We should be
creative, based on the needs of our people.
5 In my experience, men tend to be more immature than women of the
same age. I think, I don’t agree more on this because I believe that
men and women are equal.
ʯ Activity 10.18 Writing an opinion essay agreeing or

disagreeing on the topics given following
the example short paragraphs.
1. I th ink w e c a n c o m b a t c l im a te c h a ng e b y g r o w ing tr e e s .
2. I th ink th e c o m p u te r w a s th e b e s t inv e ntio n. T h e r e ’ s no
q u e s tio n a b o u t it.
E ax m pl e p a r a gr a phs of pol ite a gr e e m e nt a nd di s a gr e e m e nt to the s ta te m e nt the
different regions of Ethiopia have best staple foods.
Polite agreement
In my opinion, the different regions of Ethiopia have special staple foods

that are delicious. For instance, the Tuhlo in Adigrat and the Kocho in
Gurage are delicious foods. When one eats the kocho with chopped up
meat called kitfo locally, he/ she may think that there is no equal food
stuff to it anywhere. Tuhlo has also very good taste and its food service
tradition is special which is really very much attractive. Fish desserts in
Arba Minch, the mitin shiro in different regions and the chicken stew are
all delicious food stuffs everyone enjoys to eat. So, I feel that we have
variety of delicious food stuffs which are much enjoyable in Ethiopia.

Writing Activity U
n
i
t
Polite disagreement
X
The different cultural foods in Ethiopia may be enjoyable to many
Ethiopians. But, I think the staple foods may not be delicious to tourists
who haven’t experienced such kinds of food stuffs. Tourists who come
from different corners of the world may have experienced different
cultural foods of their own. To such kind of people, eating new food
stuffs may not be easy. So, catering them with other choices seems
mandatory.

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English for Ethiopia

ENGLISH FOR ETHIOPIA

ENGLISH FOR ETHIOPIA

ENGLISH FOR ETHIOPIA

FEDERAL DEMOCRATIC REPUBLIC OF ETHIOPIA HAWASSA UNIVERSITY

Grade 9 English Teacher’s Guide

© 2023 by the Federal Democratic Republic of Ethiopia, Ministry

GRAVITY GROUP IND LLC

13th Industrial Area,

Sharjah, UNITED ARAB EMIRATES

Grade 9 English Teacher’s Guide i

T o c o ntinu e th is p r o g r e s s , th e M inis tr y o f E d u c a tio n h a s d e v e l o p e d a ne w

ii Grade 9 English Teacher’s Guide

P ubl ic a tion of a ne w f r a m e w or k, te xt boks a nd t e a c he r gui de s a r e by no m e a ns t he s ol e

T e a c he r s a r e u r ge d t o r e a d t hi s G ui de c a r e f ul l y a nd t o s upor t t he ir s tude nts by put ting

Grade 9 English Teacher’s Guide iii

2. Study Skills ........................................... 23

3. Traffic Accidents ................................... 46

4. National Parks ...................................... 64

6. Poverty in Ethiopia .. ............................. 93

7. Community Services ............................ 110

Grade 9 English Teacher’s Guide v

9. Fairness and Equity ............................ 139

10. The internet ...................................... 158

vi Grade 9 English Teacher’s Guide

objectives. Each of the units consists of six different parts: Listening

The vocabulary lessons constitute vocabulary from the listening and

ix Grade 9 English Teacher’s Guide

Cooperative learning through group engagement is very important. Many

Grade 9 English Teacher’s Guide x

Living in Urban Areas

A tt he e ndof t hi s uni t,l e a r ne r s a r e e xpe c te dt o:

ͬ interact in English medium in varied communication situations

ͬ read medium level reading resources and comprehend contents,

ͬ guess meanings of words using different clues,

ͬ practice pronouncing intonations of auxiliary beginning and

ͬ select appropriate study skills and apply in learning vocabulary

ͬ use grammar with reasonable accuracy in communication,

ͬ write accurate sentences and paragraphs.

Grade 9 English Teacher’s Guide 1

Grade 9 English Teacher’s Guide 3

ʯ Activity 1.3 Completing sentences based on the

ʯ Activity 1.4. Answering questions

Grade 9 English Teacher’s Guide 5

1.2 Reading Skills

ʯ Activity 1.5 Answering questions before reading the

6 Grade 9 English Teacher’s Guide

c om pe tition= c ont e s tf or s om e thi ng I

r e s ide = tol ive i na c e r ta inpl a c e .

ʯ Activity 1.6 Reading the passage: true/ false questions.

ʯ Activity 1.7 Completing sentences.

ʯ Activity 1.8 Asking and answering questions in sets A

Grade 9 English Teacher’s Guide 7

S tude ntB : D oyul ike t ovi s itc itie s f or hol ida ys ?

S tude nt A : Y e s ,onho l ida ys ,I l ike t oc itie s l ike B a hi r D a r ,D ir e D a w a a nd

ʯ Activity 1.10 Sentence construction using phrasal

Grade 9 English Teacher’s Guide 9

ba c kdow n R e tr a c tor w ithdr a w T he m a n backs downhi s pos ition

ʯ Activity 1.11 Giving the tag questions for the statements.

1. …,a r e n’ tyou? …,4. ha ev n’ tt he y? 6.…,doe s n’ the ?

10 Grade 9 English Teacher’s Guide

ʯ Activity 1.13 Adding tag questions

1.,w oul dn’ tyou? 4.…,w e r e t he y? 6.…,s houl dI ?