English Module For Remedial Class1 (Original) - 1-1

WACHEMO UNIVERSITY
COLLEGE OF SOCIAL SCIENCES AND HUMANITIES
DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE
ENGLISH MODULE
FOR PRE-UNIVERSITY REMEDIAL PROGRAM FOR THE 2014
E.C. ESSLCE EXAMINEES
Total Credit Hours: 96 hrs.
PREPARED BY:
1. Dr. Mesfin Mathewos (PhD)
2. Mr. Tamirat Hailemariam (MA)
March 2023
Hossana, Ethiopia
i|P age WCU, CSSH, DELL English Module for Remedial Class
1. INTRODUCTION
The main objective of this English Remedial Teching Module is to give learners an opportunity to
have it as an accessible remedial resource material. The contents selected are determined to be
representative ones from grades 9-12 English textbooks published in 2003 E.C. An attempt has been
made to select all the four macro skills along with grammar and vocabulary based on their abundance
of occurrence throughout the four grade levels and their relevance in helping students become
competent not only to be successful in their university entrance exam, but also for their university
education.
Mostly, the contents have been selected from the grade 9-12 English textbooks. As no textbook is self-
sufficient and perfect on its own, an attempt has also been made to incorporate other important
elements. This module integrates basic skills at macro and micro levels with relatively varied and
interesting topics and higher-level contents.
The remedial education is expected to help students to provide knowledge and skills necessary to
succeed in university. This scheme reduces the students’ low self-esteem while at the same time
offering hopes and flexibility to develop their knowledge and skills towards becoming University
students. This is to be achieved through interpersonal communication and interaction among students,
and also between students and their teacher in the teaching-learning process.
ii | P a g e WCU, CSSH, DELL English Module for Remedial Class

TABLE OF CONTENTS
Unit One: Hobbies and Crafts (16 hrs.) ................................................................................................... 1
1.1. Grammar ..................................................................................................................................................................1
1.1.1. Simple present tense ................................................................................................................ 1
1.1.2. Present progressive tense ........................................................................................................ 1
1.1.3. Present perfect tense ................................................................................................................ 2
1.1.4. Simple Future tense ................................................................................................................. 2
1.1.5. Verb forms............................................................................................................................... 3
1.1.5.1. Regular verbs .................................................................................................................... 3
1.1.5.2. Irregular verbs ................................................................................................................... 5
1.1.6. Asking questions ..................................................................................................................... 8
1.1.6.1. Wh- questions ................................................................................................................... 8
1.1.6.2. Yes/No questions ............................................................................................................ 10
1.1.6.3. Tag questions .................................................................................................................. 11
1.2. Reading Comprehension ................................................................................................................................... 12
1.2.1. Reading for details ................................................................................................................ 12
1.2.2. Vocabulary in context ........................................................................................................... 14
1.3. Speaking ................................................................................................................................................................. 15
1.4. Writing .................................................................................................................................................................... 17
Unit Two: Moral Education and Personal Responsibility (16 hrs.) ....................................................... 20
2.1. Listening Skills: The Story of an Orphan ..................................................................................................... 20
2.2. Grammar ................................................................................................................................................................ 20
2.2.1. Simple past tense ................................................................................................................... 20
2.2.2. Past continuous tense ............................................................................................................ 21
2.2.3. Past perfect tense ................................................................................................................... 21
2.2.4. Conditional sentences .......................................................................................................... 22
2.2.5. Modal auxiliaries ................................................................................................................. 24
2.3. Speaking ................................................................................................................................................................. 25
2.4. Reading Comprehension: A Difficult situation ........................................................................................ 26
Unit 3: Education ......................................................................................................................................... 31
3.1. Listening Skills: Education System in Ethiopia ............................................................................................................... 31
3.2. Grammar ................................................................................................................................................................... 31
3.2.1. Degrees of Comparison: Positive, comparative and superlative degrees of comparison...... 31
3.2.2. Relative clause....................................................................................................................... 34
3.2.3. Adverbs: Frequency, Manner, Time, Degree ........................................................................ 35
3.2.4. Adjectives and prepositions ................................................................................................. 39
3.2.4.1. Adjectives ..................................................................................................................... 39
3.2.4.2. Prepostitions ................................................................................................................. 43
3.2.5. Reported Speech .................................................................................................................. 46
3.3. Reading Comprehension: .................................................................................................................................. 50
3.3.1. Detailed reading: Barriers to Learning .................................................................................. 50
3.3.2. Reading for the main idea: Oweka Learns a lesson .............................................................. 51
Unit Four: Water .................................................................................................................................... 54
4.1 Listening Skills ...................................................................................................................................................... 54
4.2 Reading Comprehension..................................................................................................................................... 54
4.3 Speaking .................................................................................................................................................................. 56
4.4 Grammar: Like and as ......................................................................................................................................... 61
Unit 5: Family Life ................................................................................................................................ 71
5.1 Listening Skills ...................................................................................................................................................... 71
5.2 Grammar: Talking about the Future ................................................................................................................ 71
5.3. Types of Sentences ............................................................................................................................................ 74
5.4 Speaking: Expressing Opinion .......................................................................................................................... 81
5.5 Writing: A Formal Letter .................................................................................................................................. 84
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UNIT 6: United Nations ........................................................................................................................ 88
6.1 Listening Skills: A Lecture on the UN ........................................................................................................... 88
6.2 Speaking: Present about UN to your friend. ................................................................................................. 88
6.3 Reading Comprehension..................................................................................................................................... 89
6.4 Grammar: Expressing Purpose ......................................................................................................................... 91
6.5 Writing a Report .................................................................................................................................................... 96
iv | P a g e WCU, CSSH, DELL English Module for Remedial Class

Unit One: Hobbies and Crafts (16 hrs.)
1.1. Grammar
1.1.1. Simple present tense
 Active and passive forms
Active form of Simple present tense Passive form of Simple present tense
Subject + V1 (first form of the main verb) Subject + am/is/are+V3 (past participle form of the main verb)
E.g., I write a letter. E.g., A letter is written by me.
She speaks English fluently. English is spoken fluently by her.
 Uses of simple present tense

1. Express habitual action
Example
a. My father goes to his office every morning.
b. They usually play football on Sunday.
c. Aster rarely visits her sick grandmother.
2. Express general truth or scientific facts

Example
a. The earth rotates round the sun.
b. The sun rises in the east and sets in the west.
c. Water boils at 100° Celsius.
3. Express predetermined events in the future
Example
a. The bus leaves for Addis tomorrow.
b. Hurry up! The train departs in 5 minutes.
c. When does the meeting begin?
4. Express instructions and directions
Example
a. Open the window.
b. Do not disturb the class.
c. To start the machine, press the yellow button.
1.1.2. Present progressive tense

Active and passive forms
Active form of present progressive tense Passive form of present progressive tense
Subject + am/is/am + progressive form of Subject + am/is/are+being + V3 (past participle form of the
the main verb main verb)
E.g., I am writing a letter. E.g., A letter is being written by me.
We are taking the remedial courses. The remedial courses are being taken by us.
Uses of present continuous tense

1. Express an action happening now. It often used with words and phrases like now, at this
moment, today, this month, this week.
1|P age WCU, CSSH, DELL English Module for Remedial Class
Example
a. I am learning English. (Now at this moment)
b. Almaz: Where are you going?
Fatuma: I am going to school.
c. My brother is playing football (right now).
2. Express future planned actions
Example
a. They are going to study medicine next year.
b. I am meeting my friend tomorrow.
c. New Bus is coming next month.
1.1.3. Present perfect tense

Subject + has/have +V3 Subject + has/have + been + V3
E.g., She has written a letter. E.g., A letter has been written by her.
We have taken the remedial courses. The remedial courses have been taken by us.
Use of present perfect tense

1. Express a previous experience with no time reference
Example
a. He has visited Lalibela .
b. Have you been there?
c. We have never seen the heaven.
2. Express a continuing situation with ‘since’ or ‘for’
Example
a. I have worked here since June.
b. He has been ill for 2 days.
c. Dagim has not called since February.
3. Express a previous action that caused the present situation
When the present situation is the result of the previous action
Example
a. I have eaten too much. (Now am stuffed).
b. She has cried for a long time. (Now her eye is reddish).
1.1.4. Simple Future tense

Subject + will/shall +V1 Subject + will/shall + be + V3
E.g., She will write a letter. E.g., A letter will be written by her.
We will take the remedial courses. The remedial courses will be taken by us.
 In the first person, will or shall can be used in statements about future (the meaning is the
same)
Example
a. I will/shall be at home tomorrow.
b. We will/shall have another opportunity soon.
 ‘Will’ is used to express the future as fact. It also expresses a fact, a definite opinion about
future.
Example: My father will probably be in hospital for at least two weeks.
 ‘Will’ is sometimes used to express willingness.
Example
a. Ali will translate it for you. He speaks Amharic.
b. I will sit on the floor. I don’t mid.
c. I will not put up with this nonsense.
d. The doctor will not came at this time of emphatic refusal.
 Will is used in offers, promises, invitation and request.
Example
1. I will hold the door open for you. Offer
2. I will do my best to help you. Promise
3. Will not you sit down? Invitation
4. Will you do something for me? Request
 Shall is used to ask for permission or suggestions.
Example
a. Where shall I put these flowers?
b. What shall we do this weekend?
c. Shall I open the door open for you?
 ‘Be going to’ is used in future tense to express present intention, prediction, comparison,
plans or arrangements.
Example
a. It is ten already. We are going to be late. Intention
b. This fence is going to be fall down soon. Intention
c. It is going to rain. Look at those clouds. Prediction
d. One day the sun is going to cool down. Prediction
e. The flats are going to be for the old people. Comparison
f. We are going to eat out tonight. Plan
g. I am going to do some walking. Arrangement
1.1.5. Verb forms
1.1.5.1. Regular verbs
Regular verbs are verbs that follow the standard grammar rules of adding “-ed” or “-d” to form the
past tense and past participle forms.
Regular verbs are called such because they are predictable: both the simple past and the past participle
forms add –ed or -d to the infinitive form of the verb.
Base Simple present Past participle Warn Warned Warned
Control Controlled Controlled Study Studied Studied
Kill Killed Killed Bury Buried Buried
Gather Gathered Gathered Hate Hated Hated
Greet Greeted Greeted Clean Cleaned Cleaned
Cheat Cheated Cheated Earn Earned Earned
Park Parked Parked Like Liked Liked
Want Wanted Wanted Deliver Delivered Delivered
Retire Retired Retired Create Created Created
Snore Snored Snored Boil Boiled Boiled
Construct Constructed Constructed Identify Identified Identified
Race Raced Raced Cheer Cheered Cheered
Help Helped Helped Change Changed Changed
Select Selected Selected Dance Danced Danced
Enjoy Enjoyed Enjoyed Confess Confessed Confessed
Explain Explained Explained Behave Behaved Behaved
Divide Divided Divided Wink Winked Winked
Lie Lied Lied Appreciate Appreciated Appreciated
Stare Stared Stared Joke Joked Joked
Talk Talked Talked Complain Complained Complained
Yell Yelled Yelled Challenge Challenged Challenged
Worry Worried Worried Smoke Smoked Smoked
Damage Damaged Damaged Establish Established Established
Push Pushed Pushed Announce Announced Announced
Copy Copied Copied Irritate Irritated Irritated
Borrow Borrowed Borrowed Move Moved Moved
Jump Jumped Jumped Walk Walked Walked
Offend Offended Offended Admit Admitted Admitted
Assist Assisted Assisted Rub Rubbed Rubbed
Kiss Kissed Kissed Attack Attacked Attacked
Paint Painted Painted Reply Replied Replied
Travel Travelled Travelled Compare Compared Compared
Question Questioned Questioned Marry Married Married
Start Started Started Kick Kicked Kicked
Harass Harassed Harassed Estimate Estimated Estimated
Thank Thanked Thanked Phone Phoned Phoned
Destroy Destroyed Destroyed Collect Collected Collected
Bake Baked Baked Visit Visited Visited
Beg Begged Begged Use Used Used
Love Loved Loved Type Typed Typed
Return Returned Returned Trouble Troubled Troubled
Punch Punched Punched Approve Approved Approved
Offer Offered Offered Accept Accepted Accepted
Achieve Achieved Achieved Clap Clapped Clapped
Ask Asked Asked Exercise Exercised Exercised
Arrive Arrived Arrived Play Played Played
Remember Remembered Remembered Admire Admired Admired
Allow Allowed Allowed Employ Employed Employed
Agree Agreed Agreed Cycle Cycled Cycled
Advise Advised Advised Fry Fried Fried
Adopt Adopted Adopted Drag Dragged Dragged
Murder Murdered Murdered Laugh Laughed Laughed
Count Counted Counted Print Printed Printed
Pray Prayed Prayed Guess Guessed Guessed
Purchase Purchased Purchased Expand Expanded Expanded
Listen Listened Listened Introduce Introduced Introduced
Scold Scolded Scolded Interrupt Interrupted Interrupted
Cry Cried Cried Relax Relaxed Relaxed
Pull Pulled Pulled Open Opened Opened
Measure Measured Measured Brush Brushed Brushed
Pick Picked Picked Punish Punished Punished
Chew Chewed Chewed Obey Obeyed Obeyed
Need Needed Needed Add Added Added
Call Called Called Encourage Encouraged Encouraged
Argue Argued Argued Chase Chased Chased
Wait Waited Waited Hope Hoped Hoped
1.1.5.2. Irregular verbs
Irregular verbs are verbs that use completely original words for their different verb forms (simple past
and past participle) when they are the main verb of a sentence.
Irregular verbs are verbs that do not follow the normal patterns for tense and past participle. While
most English regular verbs use the ending “-ed” for the past tense and participle forms, irregular verbs
each have their own unique tense forms and past participles.
Irregular verbs do not use -ed or –d and are not predictable. The simple past and past participle forms
must simply be learned.
Some of the common English irregular verbs:
Base Simple Past Past Participle fight fought fought

Tense find found found
arise arose arisen flee fled fled
awake awoke awoken fling flung flung
be was/were Been fly flew flown
bear bore Borne forbid forbade forbidden
beat beat Beaten forget forgot forgotten
become became Become forgive forgave forgiven
begin began begun freeze froze frozen
bend bent bent get got got
bet bet bet give gave given
bind bound bound go went gone
bid bid bid grind ground ground
bite bit bitten grow grew grown
bleed bled bled hang Hung/hanged Hung/hanged
blow blew blown have had Had
break broke broken hear heard Heard
breed bred bred hide hid Hidden
bring brought brought hit hit Hit
broadcast broadcast broadcast hold held Held
build built built hurt hurt Hurt
burst burst burst keep kept Kept
buy bought bought kneel knelt Knelt
cast cast cast know knew Known
catch caught caught lay laid Laid
choose chose chosen lead led Led
cling clung clung leave left Left
come came come lend lent Lent
cost cost cost let let Let
creep crept crept lie lay Lain
cut cut cut light lit/lighted lit/lighted
deal dealt dealt lose lost Lost
dig dug dug make made Made
dive dove/dived dived mean meant Meant
do did done meet met Met
draw drew drawn mistake mistook Mistaken
dream Dreamed/dreamt Dreamed/ dreamt mow mowed mown/mowed
drink drank drunk overtake overtook Overtaken
drive drove driven Pay paid paid
eat ate eaten proofread proofread proofread
fall fell fallen Put put put
feed fed fed quit quit quit
feel felt felt read read read
reset reset reset strive strove striven
ride rode ridden swear swore sworn
ring rang rung sweep swept swept
rise rose risen swell swelled swollen/swelled
run ran run swim swam swum
say said said swing swung swung
see saw seen take took taken
seek sought sought teach taught taught
sell sold sold tear tore torn
send sent sent think thought thought
set set set throw threw thrown
sew sewed sewn/sewed thrust thrust thrust
shake shook shaken tread trod trodden
shave shaved shaven understand understood understood
shed shed shed upset upset upset
shine shone shone wake woke woken
shoot shot shot wear wore worn
show showed shown weave wove worn
shrink shrank shrunk weave wove woven
shut shut shut weep wept wept
sing sang sung wet wet/wetted wet/wetted
sink sank sunk win won won
sit sat sat wind wound wound
slay slew slain wring wrung wrung
sleep slept slept write wrote written
slide slid slid
sling slung slung
sneak snuck/sneaked snuck/sneaked
sow sowed sown/sowed
speak spoke spoken
speed sped sped
spend spent spent
spill spilt/spilled spilt/spilled
spin spun spun
spit spat spat
split split split
spread spread spread
spring sprang sprung
stand stood stood
steal stole stolen
stick stuck stuck
sting stung stung
stink stank stunk
strike struck struck
string strung strung
1.1.6. Asking questions
1.1.6.1. Wh- questions
These are called “wh-” questions because they usually start with a question word that begins with the
letters “wh.” Sometimes they are also called “open questions.” That is because there are many more
possible answers than just yes/no.
Question words for “wh-” questions

Most question words actually do start with “wh-,” with the exception of “how.” Here is a quick review
of the question words you should know and when to use them.
1. What: Use “what” if you want information about an object or thing.
2. Which: This is very similar to “what,” but generally use “which” if there are specific or
limited options to choose from.
3. When: Use “when” if you want information about a time or date.
4. Where: Use “where” if you want information about a place or location.
5. Who: Use “who” if you want information about a person.
6. Why: Use “why” if you want information about a reason or explanation for something.
Some “wh-” question words start with “how”:
7. How: Use “how” if you want information about the way or technique to do something.
8. How much: Use “how much” if you want information about quantities of nouns that aren’t
countable (like sugar, water, money, etc.).
9. How many: Use “how many” if you want information about quantities of things are countable
(like people, bottles of water, dollars, etc.).
10. How often: Use “how often” if you want information about the frequency of an event.
11. Other uses for “how”: You can also use “how” plus an adjective (a descriptive word) if you
want information about the degree or amount of an adjective. Examples can include “how tall,”
“how beautiful,” “how young,” “how old” and many others.
How to form “wh-” questions
The structure of a “wh- question” is usually like this:
[“Wh-” Question Word/Phrase] + [Auxiliary Verb] + [Subject] + [Main Verb] + [Object or
Other Information] +?
Examples of “wh-” questions for tenses with inversion:
Verb Tense Direct Question Indirect Question
Present simple
Why is he unhappy? Can you tell me why he is unhappy?
with 'be'
Can you tell me when the restaurant is
Present continuous When is the restaurant closing?
closing?
Past simple with Can you tell me why he was late for the
Why was he late for the meeting?
'be' meeting?
Can you tell me what you were doing at

Past continuous What were you doing at 3pm?
3pm?
Present perfect Where has Lucy been? Can you tell me where Lucy has been?
Present perfect How long has she been living Can you tell me how long she has been
continuous here? living here?
Why had she quit her job before Can you tell me why she had quit her job
Past perfect
she moved here? before she moved here?
Past perfect How long had she been living here Can you tell me how long she had been
continuous when she met you? living here when she met you?
Future simple with Can you tell me when she will start her
When will she start her new job?
'will' new job?
Future simple with

When is it going to rain? Can you tell me when it is going to rain?
'going to'
What time will Lisa be meeting the Can you tell me what time Lisa will be
Future continuous
boss? meeting the boss?
When will he have finished the Can you tell me when he will have
Future perfect
report? finished the report?
Future perfect How long will he have been Can you tell me how long he will have
continuous studying French when he retires? been studying French when he retires?
Modal verbs What should we do now? Can you tell me what we should do now?
'Wh' questions for tenses with 'do / does / did':

Sometimes you want to make an indirect 'wh' question using the present simple of any verb except 'be'
or the past simple of any verb except 'be'. Usually these tenses make questions by using 'do / does /
did'. However, when we want to make indirect 'wh' questions using these tenses, we do not need 'do /
does / did'. Instead, we use a question word and then normal positive sentence word order.
Present simple with any verb

Where does David live? Can you tell me where David lives?
except 'be'
Past simple with any verb Why did Amanda call John Can you tell me why Amanda called
except 'be' yesterday? John yesterday?
1.1.6.2. Yes/No questions
This type of question is usually the easiest to ask and answer in English. They are called “yes/no
questions” because the answer to these questions is generally “yes” or “no.”
How to form yes/no questions
The basic structure for yes/no questions looks like this:
[Auxiliary Verb] + [Subject] + [Main Verb] + [Object or Other Information] +?
Examples of yes/no questions
Yes / no' questions for tenses with inversion:
Present simple
Is he Spanish? Can you tell me if he is Spanish?
with 'be'
Present Can you tell me if the restaurant is closing

Is the restaurant closing now?
continuous now?
Past simple with Can you tell me if he was late for the
Was he late for the meeting?
'be' meeting?
Can you tell me if you were watching TV

Past continuous Were you watching TV at 3pm?
at 3pm?
Can you tell me if Lucy has been to

Present perfect Has Lucy been to Mexico?
Mexico?
Present perfect Can you tell me if she has been living here
Has she been living here long?
continuous long?
Had she found this job when she Can you tell me if she had found this job
Past perfect
moved here? when she moved here?
Past perfect Had she been living here long Can you tell me if she had been living here
continuous when she met you? long when she met you?
10 | P a g e WCU, CSSH, DELL English Module for Remedial Class

Future simple Will she start her new job next Can you tell me if she will start her new
with 'will' week? job next week?
Future simple
Is it going to rain later? Can you tell me if it is going to rain later?
with 'going to'
Will Lisa be meeting the boss Can you tell me if Lisa will be meeting the
Future continuous
later? boss later?
Will he have finished the report by Can you tell me if he will have finished the
Future perfect
tonight? report by tonight?
Can you tell me if he will have been

Future perfect Will he have been studying French
studying French for twenty years when he
continuous for twenty years when he retires?
retires?
Modal verbs Should we start now? Can you tell me if we should start now?
'Yes / no' questions with tenses that use 'do / does / did':
Sometimes you want to make an indirect question using the present simple of any verb except 'be' or
the past simple of any verb except 'be'. These tense make direct questions by using 'do / does / did'.
When we want to make indirect 'yes / no' questions using these tenses, we need 'if' and we do not need
'do / does / did'.
Present simple with any verb Does David live in Can you tell me if David lives in
except 'be' London? London?
Past simple with any verb Did Amanda call John Can you tell me if Amanda called John
except 'be' yesterday? yesterday?
1.1.6.3. Tag questions
Tag questions are used to confirm information that you think is correct. They come at the end of a
statement.
When should I use tag questions?
If I want to know basic information, I can ask a yes/no question:
Do you speak Chinese?
I can also ask “wh-” questions for more information:
How often do you speak Chinese?
However, if I think something is true, but I am not 100% certain, I can ask a tag question:
You speak Chinese, don’t you?
Notice that the structure is very different from the other two types of questions.
How do I form tag questions?
There are two parts: (1) the statement and (2) the tag.
If the statement is positive, the tag is negative:
 You have seen the new “Star Wars” movie, haven’t you?
In addition, if the statement is negative, the tag is positive.
 You have not seen the new “Star Wars” movie yet, have you?
The statements and tags should be in the same tense. Both of these examples are in the present perfect.
You also need to decide what tag to use. If you have a statement that uses an auxiliary (usually forms
of “do,” “have,” “be” and modal verbs like “can,” “might,” “will,” etc.), then use the opposite
auxiliary in the tag.
Here are a few examples:
 That building was built last year, wasn’t it?
 The car wasn’t in the garage, was it?
 You will go to the party, won’t you?
 It has taken a long time to plan the party, hasn’t it?
 It’s hot today, isn’t it?
If there is no auxiliary in the statement, you should use the form of the verb “to do” that matches the
tense in the statement in the tag.
For example:
 You like pizza, don’t you?
 His uncle works in the airport, doesn’t he?
 You went to Bermuda last year, didn’t you?
 We have not studied tag questions yet, have we?
1.2. Reading Comprehension
1.2.1. Reading for details
This extract comes from a book called Nosipho and the King of Bones by Ginny Swart. Set in
Cape Town, South Africa, the story is about Nosipho, a secondary school student who lives with
her mother and her young brother, Mondli. Nosipho’s classmate, Phindile, has come to the
house and is giving Mondli his first lesson in Karate.
Nosipho sat on the back step and watched as Phindile instructed her brother. “Now in karate, a man
needs no weapons except his own body,” he began. “Ya! Kick him! I want to learn how to kick
people!” shouted Mondli. “Oh no, my friend, that is not the way of a karataka,” smiled Phindile. “A
what?” “That’s what a student of karate is called,” he explained. “A karataka is a man of peace. But
he is so well trained and has so much power in his body that whenever he needs it, he can explode
with strength and can overcome anybody, even someone three times his own size.”
“Explode with strength! I want to be a … what you said,” breathed Mondli, his eyes shining. “Well, I
can show you how to begin. But after that you should have proper instruction from the Dan at the
Youth Club,” said Phindile. “All karatakas must learn thirty different fighting exercises. They are
called kata. Like this!”
He crossed his arms in front of his chest, swung round on his left leg and kicked his right leg as high
as his head, giving a loud shout as he did so. “Haiaa!” Without stopping, he brought his right hand up
to his chest with the palm flat and held his arm up in a threatening pose. “Haiaa! This is called The
Cat,” he said. “This shouting is called kaia,” he explained. “The noise is not made by your throat but
comes from your stomach. It helps you push the strength out from your body. Of course, it frightens
your opponent too.” Mondli held his body stiff and copied Phindile. Soon he was leaping and shouting
“Haiaa!” all over the yard. “And so who is this?” Temba came up behind her from the kitchen. “Where
did you find this big monkey? And what are these tricks he is doing?”
Nosipho shrank away from her cousin. “His name is Phindile and he’s in my class,” she answered
unwillingly. “He’s teaching Mondli how to do karate.” “Karate, eh?” She could see that he was
impressed. He went back to the kitchen, but she knew that he was still standing there, watching from
the window. After a time, Phindile stopped and said, “OK, my man, that’s enough for now. You must
practise and I will teach you some more next time. If you keep on long enough, one day you’ll be able
to chop a brick in half with the side of your hand.” Temba stepped out and greeted him casually.
“That’s not bad, bra. Where did you learn those tricks?” “Karate is not tricks. It is self-defense. I’m
learning it at the Youth Club.” “It could be useful though in a fight. You could kill a man like that.”
Nosipho could almost see Temba’s brain working as he smiled thoughtfully at Phindile. “Hey, no,
karate is not for killing! It’s a way to defend yourself if you run into a bad situation.” “Hmm,” said
Temba. “I think I must learn this stuff too. How about a few lessons, bra?” “Sorry,” said Phindile
briefly. “I don’t have the time. I have work to do. But you can learn it at the Youth Club at the
Community Centre.”
Nosipho walked with Phindile to the gate. “Is Temba your brother?” he asked. “Oh no, he’s my
cousin. He is supposed to go and live with his father, but we have not heard a word from him. And he
does not send any money for Temba’s food. It’s hard for my mother, but he won’t listen to her.” “Take
care with him,” warned Phindile darkly. “I’ve seen him with his friends. They are not good news. And
don’t let Mondli hang around with Temba, he will pick up bad habits.” “He already has,” she sighed.
“He thinks it’s smart to do no work and act tough.” “I’ll take him down to the Youth Club with me and
get him interested,” said Phindile. “Ask your mother if I can do that. There’s a lot going on there to
keep him busy and off the street.” “I’ve lived here all my life and I never knew there was a Youth
Club,” she said. “My mother would be very pleased if you could get Mondli away from those boys he
goes around with.”

A. Answer the questions below and write the answers in your exercise book.
1. Why did Mondli want to learn karate?
2. How did Phindile react to Mondli’s reasons for wanting to learn karate?
3. Why did Phindile say that Mondli should go to karate lessons at the Youth Club?
4. Why is shouting important when you do karate?
5. How did Nosipho know that Temba was interested in what Phindile was doing?
6. What is karate for?
7. Why is having Temba in the house difficult for Nosipho’s mother?
8. Why did Phindile warn Nosipho about Temba?
9. What influence has Temba had on Mondli already?
10. Why does Phindile think the Youth Club will help Mondli?
B. Discuss the following questions with a partner.

1. What do you think Phindile has himself learned from karate?
2. Do you think karate is a good hobby for Mondli? Why?
3. What do you think could happen to Mondli if he does not start going to the Youth Club?
4. What can we learn from the text about the importance of hobbies?
C. Make two lists: a) of Phindile’s opinions b) of Temba’s opinions and discuss them with a
partner. Say whether you agree or disagree with Phindile’s or Temba’s opinions.
Now say if you agree or disagree with the following statements and the reasons why.
1. Karate is useful in self-defense.
2. Karate would be useful in a fight.
3. Karatakas must be well trained.
4. Temba is smart.
5. Temba is a bad influence on Mondli.
Example:
I agree that karate would be useful to defend oneself, but it should not be used to provoke a fight.
1.2.2. Vocabulary in context

The following words have been taken from the text. Choose the correct definitions for each one.
Weapon explode
A. a tool used in gardening a. to burst with a loud report
B. an instrument to fight with b. to make something dark
C. something used in dyeing c. to kill someone
threatening stomach
A. calm and friendly a. the upper part of the body
B. not very friendly b. the place where food is digested
C. meaning to cause harm c. where food is absorbed into the bloodstream

impressed casually
A. dented a. done with care
B. carved b. done carefully
C. strongly influenced c. done in a careless way
1.3. Speaking
Part I: What I like doing in my free time
A. You are going to talk about your favorite free-time activity.

Before you start, spend a few minutes thinking about it and consider the following questions:
1. How much time do you spend on it?
2. Do you need special clothing or equipment?
3. How long have you been doing it?
4. How good are you?
5. What do you gain from doing it?
6. Why do you enjoy it?
B. Make a diary of your activities for one week and write about:
1. when you get up
2. what time you go to school
3. what time you finish school
4. when you do your homework
5. when you have some free time
6. What you do in your free time, and your hobbies.
Example:
I always swim in the pool in my free time. I usually knit in the evening.
When you are ready, work in small groups to talk about your activity with the rest of the group.
When each person has finished talking, work in pairs to ask questions about each other’s diaries
and hobbies, using the present simple tense.
Example:
Student A: What is your main hobby?
Student B: Listening to music.
Student A: When do you do that?
Student B: I usually do it in the evening.
Part II: Classroom survey
Using the information from the activity above, work in groups to conduct a class survey of
hobbies. Create a chart to record the information you have collected under the following
headings:

Craft Sport Individual activity Group activity
Work in pairs or groups to analyze the survey and make statements about it, using the
Determiners all / none / most (of) / a few (of).
Example:
a. All of the students enjoy reading.
b. None of them like swimming
c. Most of them enjoy walking.
d. A few of them like gardening.
Part III: Agreeing and Disagreeing
You are going to have a class discussion on this subject: Listening to the radio is a waste of time.
1. Work in a group with people who have the same opinion as you. In your group do the following:
 Think of points to support your opinion. For example: Listening to the radio is important
because without it we would not learn about world events.
 Think about possible arguments against your viewpoint and what you can say against them.
For example, Argument 1: You can waste a lot of time listening to pop music.
Argument 2: Yes, but it gives me pleasure to hear local Ethiopian artists on the radio.
2. When everyone is ready, you can begin the class discussion.

 Make sure everyone has the chance to speak.
 Listen carefully to what other people say and question or support what they have said.
 Keep the discussion going – do not wait in silence for other people to speak.
 Use some of these expressions:
In my opinion …
I think …
I would like to say that …
What do you think?
I am sorry I do not agree.
I agree / disagree.
I agree with you but …
I do not see it like that.
You are absolutely right.
That is / is not true.
Yes, but don’t you think …?
I am sorry but you are wrong.

1.4. Writing
Part I: Keeping a diary

A diary is a record of your daily activities. This is Moges’s diary for last week. Read it and
answer the questions below.
Monday Went to visit my cousin Halima.

14th August Fetched water from the well.
Tuesday Played football in the afternoon.
15th August Went to the market with Mother.
Wednesday Played with my friend Ibrahim in the morning.
16th August Helped Mother change the wheel of the car.
Thursday Helped my cousin Abel mend the puncture on his bicycle.
17th August Went to the football match with him in the afternoon.
Friday Helped weed the garden.
18th August Went to pray in the mosque with Father.
Saturday Fell out of a tree and broke my arm.
19th August Father took me to the clinic.
Sunday Stayed at home and played with my sister.
20th August Visited my grandparents in the afternoon.
1. On which day did Moges play football?

2. When does Moges go to the mosque?
3. What was the date when Moges went to the football match?
4. Where did Moges go last Monday?
5. Did Moges help his father on 20 August?
Look at Moges’s diary again and create your own diary for last week. Write the day of the week
and the date on the left side of the page. Write what you did each day on the right side. Work in
pairs to ask and answer questions about each other’s diaries.
Example:
Student A: What did you do last Monday, Gebre?
Student B: In the morning, I went to school. In the afternoon I ...
Write one or two paragraphs about what your partner did during the week.

Revision Questions
3
A. Make correct sentences from the table below.
B. Choose the correct option to complete the sentences.
1. Where the students? A. am b. is c. are

2. Girmay and his sister in the sitting room an hour ago. a are b. were c. be
3. How your mother? A. am b. is c. are
4. What time Liben get up at the weekend? A. do b. does c. did
5. My uncle and aunt in the south. A. live b. lives c. are living
6. The children fish. A. doesn’t like b. don’t like c. does like
7. What Sofia and her brother doing now? A. is b. are c. do
8. We school uniform today. A. doesn’t like b. don’t like c. does like
9. Who is the head teacher to? A. talking b. talk c. talked
10. I this book. A. am enjoying b. enjoy c. enjoying
11. I Zebida yesterday in the library. A. see b. am seeing c. saw
12. _____you go out last night? A. Did b. Do c. Are
13. Dejene do his homework last night. A. does b. doesn’t c. didn’t
14. That is a beautiful dog. fur is beautiful. A. Its b. It c. It’s
15. That isn’t your banana. It’s ! a. me b. mine c. my
16. The students are working quietly on projects. A. your b. our c. their
17. It is today than it was yesterday. A. more cold b. colder c. coldest
18. Ras Dejen is the peak in the Simien Mountains. A. highest b. more highest c. most highest
19. My handwriting is than yours. A. bad b. badly c. worse
20. This class is in the school! A. most noisy b. noisier c. the noisiest
C. Read the following text and consider whether the following statements are True or False.
The Simien fox is a kind of wolf that is found at altitudes above 3,000 metres in the Bale Mountains in
southern Ethiopia, although there are also smaller populations in the Simien Mountains in the north of
the country. It is the most endangered animal of Ethiopia, with only about seven packs remaining,
totalling roughly 550 adults. Although the Simien fox is mainly a solitary hunter of rodents, it lives in
packs that share and defend an exclusive territory. Social gatherings among different packs are more
common during the breeding season, and take place very close to the den. The Simien fox has long
legs and a narrow pointed muzzle. It weighs between 11–19 kilograms and has small, widely spaced
teeth. Its coat is ochre to rusty red on the face, ears and upper portions of the body, and white to pale
ginger on the underparts. The end of the tail is a thick brush of black hairs on the tip. The animal has
small white spots on the cheeks, and white rims below the eyes. The contrast of red and white
markings increases with its age and social rank. Females tend to have paler coats.
2
1. The Simien fox is native to Ethiopia.
2. It lives on the lowest slopes of the mountains.
3. You can see many packs in the mountains.
4. The animal eats rats and mice.
5. It lives in packs during the breeding season.
6. It has small white teeth and a narrow pointed muzzle.
7. It is a rusty red colour all over.
8. Its colour tells us its age and place in the pack.

Unit Two: Moral Education and Personal Responsibility (16 hrs.)
2.1. Listening Skills: The Story of an Orphan
1. Your teacher will read you a tree story, written by Pamela A aged 13, taken from shattered
innocence: Testimonies of children abducted in northern Uganda. Listen, and note down
Pamela’s main problems, then discuss them with your group.
2. One of your groups will now present your opinions to the class who will ask questions about
your group’s conclusions.
2.2. Grammar
2.2.1. Simple past tense
Subject + V2 (simple past form of the Subject + was/were+V3 (past participle form of the main verb)
main verb)
E.g., I wrote a letter. E.g., A letter was written by me.
Use of simple past tense

b. Completed Action in the past
Example
1. I saw a movie yesterday.
2. I didn’t go to school last Friday.
3. Last year, I traveled to China.
4. The World War II ended in 1945.
c. A series of Completed Actions
Example:
1. I finished work, went home, had a shower and went to bed early.
2. He arrived from the airport at 9:00, checked into the hotel at 10:00, and met the
others at 11:00.
d. Single Duration
1. I lived in AA for 5 years, from 2011 to 2013. ( I don’t live there anymore)
2. Ali studied English for 3 years.
3. We talked on the phone for 30 minutes.
4. How long did they wait for the bus?
e. Habits in the past
1. My father took me to the Langano every Sunday.
2. He played the piano whenever he was at home.
3. He usually worked at a restaurant after school.

2.2.2. Past continuous tense
Subject + was/were + progressive form of Subject + was/were+being + V3 (past participle form of the
the main verb main verb)
E.g., I was writing a letter. E.g., A letter was being written by me.
Use of past continuous tense

A. An action over a past period
We use the past continuous for an action over a period of past time, something that we were in the
middle of.
Example:
1. At quarter to eleven, I was walking home.
2. I was not sleeping, so I got up.
3. I looked into the room. All the old people were watching television.
B. Past continuous and past simple

Example:
1. Abebe was washing his hair when the doorbell rang.
2. I had a sudden idea when I was waiting in a traffic queue.
3. The sun was shining when the campers woke.
2.2.3. Past perfect tense
Subject + had + V3 Subject + had + been + V3 (past participle form of the main
verb)
E.g., I had written a letter. E.g., A letter had been written by me.
Uses of past perfect tense

1. Used to talk about time up to a certain point in the past.
Example
a. She had published her first poem by the time she was eight.
b. We had finished all the water before we were halfway up the mountain.
c. Had the parcel arrived when you called yesterday?
2. Used to express the earlier of two past actions (past in the past)
We can use the past perfect to show the order of two past events. The past perfect shows the earlier
action and the past simple shows the later action. It can be used with ‘when’, ‘before’, ‘after’.

Example
a. When the police arrived, the thief had escaped.
b. The bus had already left when I arrived at the bus station.
c. They left before I had spoken to them.
d. Sadly, the author died before he'd finished the series
2.2.4. Conditional sentences

Conditional Sentences are Conditional Clauses or If Clauses. They are used to express that the
action in the main clause (without if) can only take place if a certain condition (in the clause with
if) is fulfilled. There are four types of Conditional Sentences: zero condition, type I, II, III.
1. Zero Condition/possible condition
This condition shows a possibility that will occur sometime in the future. It is used to express a general
truth or a scientific fact.
If clause Main clause
If + subject + simple present (V1) Subject + simple present (V1)
E.g. If we heat an ice, it melts.
If you heat water to 100°, it boils.
2. Conditional Type I: Likely/ Probable condition

We use the conditional type I, to talk about a realistic situation in the present or future. It is Used
when it is possible and also very likely that the condition will be fulfilled.

If + subject + simple present (V1) Subject + will/shall/can/may + simple present (V1)
E.g. If I find her address, I will send her an invitation.
If I don’t see him this afternoon, I will phone him in the evening.
If John has the money, he will buy a Ferrari
Unless = If not…
E.g. Unless you hurry up, you will not catch the bus.
We’ll stay at home unless the weather improves.
Activity:
Complete the Conditional Sentences (Type I) by putting the verbs into the correct form.
1. If you (send) ………….this letter now, she (receive) …………. it tomorrow.
2. If I (do) …………this test, I (improve) ………….my English.
3. If I (find) …………….your ring, I (give) ………..it back to you.
4. Peggy (go) ……….shopping if she (have) ………..time in the afternoon.
5. Simon (go) …………to London next week if he (get) …………a cheap flight.
3. Conditional Type II: Improbable/unlikely/unreal condition
We use the conditional type II to talk about improbable or unreal situations in the
present or future.

If + subject + simple past (V2) Subject + would/could/ + simple present (V1)
E.g. If I had more time, I would exercise more. (But I do not have more time so I do not.)
If I were rich, I would spend all my time travelling. (But I am not rich so I cannot.)
If I found her address, I would send her an invitation.
If I were you, I would not do this.
If I were a bird, I would fly.
Activity 1: Conditional Type II

Complete the Conditional Sentences (Type II) by putting the verbs into the correct
form.
1. If we (have)……….. a yacht, we (sail) …………… the seven seas.
2. If he (have) ………….. more time, he (learn) ………..karate.
3. If they (tell) ………….their father, he (be)…………. very angry.
4. She (spend)………… a year in the USA if it (be) ……….. easier to get a green card.
5. If I (live) ………….on a lonely island, I (run) …………..around naked all day.
3. Conditional Type III: Impossible condition
We use the conditional type III to talk about impossible situations, in the past. We often use the third
conditional to describe regrets. It indicates that an action could have happened in the past if a certain
condition had been fulfilled. Things were different then, however. We just imagine, what would have
happened if the situation had been fulfilled.
If + subject + past perfect (had + V3) or Subject + would/could/ + have + V3
Had + Subject +V3
E.g. If we had left earlier, we would have arrived on time.
If you had not forgotten her birthday, she would not have been upset.
If they had booked earlier, they could have found better seats.
If I had not learnt English, I would not have got this job.

2.2.5. Modal auxiliaries
1. Work in pairs to make sentences with these modals:

can
could
may join the army
might go to university but I am not sure.
When I am twenty-one, I shall get a job I am quite certain about
will get married it.
ought to go abroad
must move to Addis Ababa
should
2. Make sentences giving your advice on what Welansa should or could do, using the modals
in the above both.
Example:
Welansa ought to tell her parents about her problems.
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2.3. Speaking
Part I: Using so and neither
We use ‘so…I’ in a positive sense to show that we feel the same way as another person, or have
performed the same action.
Example:
 I like tennis. So do I.
 I watch the news every day. I do too.
We use ‘neither…I’ and ‘do not …either in a negative sense that we feel the same way as
another person, or have performed the same action.
Example:
 I do not like tennis. Neither do I.
 I do not watch television every day. I do not either.
Activity
Work in pairs to choose the correct answer for the following sentences
1. I am from Ethiopia. a/ So do I b/So am I c/ Neither am I d/Neither do I
2. I like ‘Injera’. a/ So did I b/I don’t c/Neither was I d/Neither did I
3. I am not happy. a/ So was I b/So did I c/neither was I d/Neither am I
4. I do not like coffee. a/ I do b/ So did I c/Neither am I d/Neither was I
5. I would like a coffee, please. a/ So do I b/So had I c/So would I
6. I want one. a/ I don’t b/Neither do I c/Neither did I
7. I am staying in tonight. a/So will I b/ So am I c/Neither did I
8. I was shocked. a/ So was I b/ Neither was I c/ I was
9. I found it very hard. a/ So do I b/ So did I c/ So would I
10. I do not like it. a/ So do I b/ I do c/ I don’t either
Part II: Apologizing

1. How would you say sorry to someone? Look at these expressions:
Sorry, I did not mean to…
I am sorry but…
I apologize for…
I hope you will forgive me but …
I seem to have made a mistake. I am really sorry.
I am sorry for the misunderstanding…
I hope you will…
2. Use these expressions in sentences, which your teacher will write on the board. Do you
know any other ways of apologizing to someone?
3. Work in small groups. Your teacher will give each group a situation card. Prepare a
short play based on the situation using appropriate expressions of apology
4. The class watches the role-play and discusses the issues involved.

2.4. Reading Comprehension: A Difficult situation
A. This story is an extract from The African Child by Camara Laye. It is a memory of life in a
small town in Guinea, West Africa, in the 1930s. It concerns bullying of young boys by
older students at the school.
I still remember – my hands and my fingernails. Still remember! – What used to be waiting for
us on our turn to school from the holidays. The guava trees in the schoolyard would be in full leaf
again. and the old leaves would be lying in scattered heaps. In places there were even more than
just heaps of them. It would be a muddy sea of leaves.
‘Get all that swept up!’ the head master would tell us. ‘I want the whole place cleaned up at
once!’
‘At once!’ there was enough work here, hard work too, to last us for over a week. Especially
since the only tools with us were provided were our hands, our fingers, and our nails.
‘Now let us see that it is done properly, and be quick about it,’ the headmaster would say to the
older pupils, ‘or you will have to answer for it!’
So at an order from the older boys, we would all line up like laborers about to reap a field, and
we would set to work like slaves. In the schoolyard itself, it was not too bad: the guave trees fairly
well spaced; but there was one part where the closely planted trees grew in a tangle of leaves and
well spaced. The sun could not penetrate here, and there was a smell of decay even in fine weather.
If the work was not going as quickly as the headmaster expected, the big boys, instead of
giving us a helping hand, used to whip us with branches pulled from the trees. Now guava wood is
very flexible and the whips used to whistle as they moved through the air, or backs felt as though
they were on fire. Our skin stung and tears fell from our eyes and splashed on the dead leaves at
our feet.
In order to avoid these blows, we used to bribe our tyrants with the delicious corn cakes, which
we used to bring from our midday meal. In addition, if we happened to have any money on us, the
coins changed hands at once. If we did not do this because we were afraid of going home with an
empty stomach or an empty purse, the blows would be even harder. They were administered with
such violence that even a deaf man would have understood that we were being beaten not so much
to speed up the work, but rather to make us give up our food and money.
Occasionally, one of us, worn out by such cruelty, would have the courage to complain to the
headmaster. He would, of course, be very angry, but the punishment he inflicted on the older boys
was nothing compared to what they had done to us. And the fact is that however much we
complained, our situation did not improve at all. Perhaps we would have told our parents what was
going on, but somehow we never dreamed of doing so; I do not know whether it was our pride or
loyalty to the school that kept us silent, but I can see now that we were foolish to keep quiet. Such
beatings were utterly foreign to our people nature, and our passion for independence as equality.

B. Choose the best way to complete this statement about the text.
1. The schoolyard was in a very untidy condition because:
a. It had not been maintained during the holidays.
b. The guava trees had lost their old leaves.
c. The older boys had not done their work properly.
d. Both of the reasons given in a and b.
2. The headmaster saw that the work was done properly by:
a. providing tools.
b. Making the boys line up like laborers in a field about to reaped.
c. Threatening the older boys with punishments if the work was not done.
d. Making the boys work like slaves.
3. The main reason why the big boys beat the smaller ones so viciously was:
a. To make sure they did their work.
b. To persuade them to hand over parents.
c. To make sure that the headmaster would not punish them.
d. Because they liked doing it.
4. We can understand that it was pointless to complain to the headmaster about the bullying because:
a. He would not believe the complaints.
b. It only made the older boys behavior even worse.
c. His punishments were not hard enough to stop their activities.
d. He did not do anything to stop the older boys.
5. The younger boys did not complain to their schoolmates:
a. Because they were loyal to their schoolmates.
b. Because they were too proud.
c. Because they were too frightened to so do.
d. We do not really know.
C. Vocabulary in context
Choose the correct definitions of these words as they are used in the text.
1. Scattered a/ dropped and spread over an area b/placed in position c/partly covered d/cut up
2. A tangle a/ a small quantity b/a wall c/a small forest d/a thick mass
3. Penetrate a/ come out b/ shine on c/ enter d/ be seen
4. Decay a/leaves lying on the ground b/ the soil c/ the fruit of the guava tree
d/ what happens to plants and animals after they die
5. Tyrant
A/ someone who uses their power over others in a cruel way
B/ someone who steal things
C/ someone who bribes people
D/ someone who does not care about other people

Revision Questions
A. Choose the best option to complete these sentences.
1. There __________ a thunderstorm later. Look at those clouds!

a. is b. will have been c. is going to be
2. __________ anything this evening. What about you? Do you want to come round?
a. I won’t do b. I don’t do c. I’m not doing
3 This time next month __________ our exams!
a. we do b. we’ll be doing c. we will do
4 __________ you as soon as I get home.
a. I’m telephoning b. I’ll telephone c. I telephone
5 What time __________ in the morning?
a will your bus have left b. does your bus leave c. will your bus leave
6 Can we borrow your ladder please? __________ the ceiling.
a We’re going to paint b. We will paint c. We paint
7 I feel awful! I think __________ sick!
a I am being b. I will have been c. I’m going to be
8 Can I borrow some money for the bus? __________ you back tomorrow.
a I’m going to pay b. I pay c. I’ll pay
9 When you read this letter __________ my exams!
a I will finish b. I am going to finish c. I will have finished
10 __________ on a school trip after the exams, our teacher has promised.
a We’ll be going b. We go c. We will have gone
11. My father I will take over his business.
a intends b hopes c wants d aims
12. If you a lot of children, you have less money to educate them.
a had b will have c have d have had
13. When I married I will have only two children.
a will be b was c am d will
14. My sister sings . She has a lovely voice.
a as a bird b like a bird
15. I’m going to do suggested and study law.
a like my teacher b as my teacher
16. This coffee is horrible. It tastes .
a as water b like water
17. ________think your ideas are good.
a Personally b Personally, I c I’m afraid I d For me personally
18. I’m I see things differently from you.
a afraid b think c personally d respectfully
19. With respect you have said, I think you are right.
a of what b to what c for what d what
20. Long before a postal service, rich people used pigeons to carry messages.
a it was b it had c there was d there is
21. The Internet invented without satellites.
a couldn’t be b might not be c could not have been d might have been
22. Once personal computers widespread, letter writing declined.
a become b have become c are becoming d had become
23. Why is that man waving at us?
I think his car down.
a could break b might be c might have broken d couldn’t have broken
24. Why is there no-one in the stadium?
It looks the match has been cancelled.
a as b if c as if d like as if
25. Where is Bekele?
I don’t know, he at home.
a might have been b could be c might d couldn’t
26. I feel very tired this morning. I wish out last night.
a to have gone b to not have gone c I hadn’t gone d I didn’t go
27. ________my homework, I could have gone to the match last night.
a If I had b If not c But not for d But for
28. If you worked harder, you well.
a did b will do c would do d do
29. When I am feeling depressed, I and visit my grandmother. She is always kind to me.
a often went b will often go c would often go d often have gone
30. As a I am a happy person.
a respect b normal c usually d rule
31. I secondary school very difficult at first.
a think b found c find d thought
32. I found hard to live away from my family.
a it’ll be b it was c it d very
33. I expect study maths at university.
a I b I’ll c it’ll d to be
34. I intend train to be an accountant after doing a degree.
a I b I’ll c to d to be
B. Read the text below carefully and answer the questions that follow.
The English say that the darkest hour comes before the dawn, and certainly that was true of
my school life. The year I spent in Standard 2 was as unlike that of Standard I as it is possible to
be. My new teacher was an easygoing man with a real affection for children. He seemed to like
us as we were, not only for what he could make of us. He was especially gentle with me. The
other children, so used to my father’s rule, took advantage of his leniency and the standard of
work went down. It did not, however, have that effect on me. At first I kept up my standard of
neatness, accuracy and attention, because my father kept a watchful eye on my progress and
behaviour, although I was no longer in his class, and he inspected my exercise books regularly.
But soon I was doing my best simply to please my teacher, and to win his praise. In a few weeks
I soared up to the top of the class and began to enjoy school.
I remember vividly the first time I was called up to the front of the class, not to be punished,
but to be praised. The teacher entered the room, picked out an exercise book from the pile on
his table, and said, “Kofi, come here.” The room swam before my eyes, I felt sick, I could not
move. How often during the year before had I heard those words. They were always the prelude
to misery. I felt again in imagination the stare of forty pairs of self-righteous eyes; heard again
the cold, cutting voice of my father reciting my disobedience or stupidity to forty pairs of ears;
felt again the cut of the cane, and heard my own voice sob and gasp, although I had vowed to
myself that this time I would make no sound.
But I was bewildered. I had nothing on my conscience. The exercise book which my teacher held
contained nothing but my most painstaking work. I forced myself to my feet. Well, this teacher’s
worst punishments were light to anyone who had been in Standard l. But my heart cried out,
“Not from you, not from you.”
Out in the front of the class I raised my eyes slowly to my teacher’s face. He was smiling. He put
a hand on my shoulder and turned me to face the class. “Look,” he said, “Kofi is the youngest
of you all, and he has done a beautiful piece of work. Can you all see?” he asked, holding my
opened exercise book towards them. “Not a single mistake, beautiful figures, straight lines
drawn with a ruler, proper spacing. Very good indeed, Kofi. Children, give him a clap.”
The class burst into applause. The same children who had so often watched my humiliation.
Here, in the place that had held so much terror for me, I was actually being praised. The
delightful experience was too wonderful for me to bear. I burst into tears, grabbed my exercise
book from my astonished teacher, and ran back to my desk, amid the amazed exclamations and
laughter of my friends.
But my teacher was a wise man. He made no comment, but refrained from praising me in front
of the class for the next few weeks. Instead he gave me a quiet “Well done” as he passed me in
my desk. Later he called me out to work on sums on the blackboard, or to point out places on a
map until I forgot that the front of the class was ever an undesirable place to be.
From ‘The Narrow Path’ by Francis Selormey
1 Who had been the class teacher in Standard 1?
2 From the text, what kind of teacher can we deduce he was?
3 How was the writer’s behaviour in Standard 2 different from that of his classmates?
4 How did his motivation for hard work change?
5 How did he react the first time he was called to the front of the class? Why was this?
6 In what two ways was his work praiseworthy?
7 Why was the teacher surprised at the boy’s reaction when the rest of the class applauded?
8 In what way was the teacher ‘a wise man’ after this incident?
9 From your understanding of the story, explain the meaning of the English proverb given in line 1.
10 Explain in your own words the meanings of these words as they are used in the text.
a. easygoing (line 3)
b. leniency (line 5)
c. soared (line 10)
d. prelude (line 14)
e. self-righteous (line 15)
f. painstaking (line 20)
g. humiliation (line 28)
h. refrained (line 33)

Unit 3: Education
3.1. Listening Skills: Education System in Ethiopia
Listening for Details
How much do you know about the education system in Ethiopia? Discuss the missing information in
exercises a) and b) with the students sitting near you.
A. Complete the dates on the right.
Event Date
1 The first Christian schools in Ethiopia. …………… century.
2 The first schools run by European missionaries. …………… century.
3 The first Islamic schools appeared. end of the ……… century.
4 The first non-religious government schools. early…………century.
5 The current education system. ……………
B . Complete this diagram of the current education system.
Kindergarten
Primary education
1st cycle Grades 1 – 4 Basic education
______ cycle Grades ______ – ______ ______ ______ education _____
and
______ education
education
______ cycle Grades ______ - ______ ______ ______ education
______ cycle Grades ______ – ______ ______ education
______ education
C. Now listen to your teacher reading a text about the education system and complete the
missing information in exercises a and b.
3.2. Grammar
3.2.1. Degrees of Comparison: Positive, comparative and superlative

Useful language
Comparing number and quantity
a More children go to school now than (they did) in 2003.
b Fewer children are illiterate now than (they were) in 2003.
c There is less illiteracy now than (there was) in 2003.
d Most children in Ethiopia now go to school.
Comparing the qualities of things
e Our school is bigger than (it was) 10 years ago.
f Our school is more beautiful than (it was) 10 years ago.
g Our school is the best in the region
Qualifying comparisons
h Nearly as many girls went to secondary school in 2003 as in 2004.
i Far more boys than girls went to secondary school between 2003 and 2008.
j Our school is by far the most successful in the region.
Positive degree- the simplest form (strong, fine)
Comparative degree- comparing two things or persons.(softer, easier, harder)
Superlative degree- comparing three or more things or persons. (biggest, greatest, most exclusive)
Positive comparative superlative
Large larger largest
Horrible more horrible most horrible
How to compare adjectives
1. Add-er and –est to short adjectives (adjectives of one syllable (sometimes two syllable).
Short shorter largest
Great greater greatest
Small smaller smallest
Old older oldest
2. If a short adjective ends with contestant and y, change the y to I and add er to the
comparative, and est to the superlative
Lucky luckier luckiest
Heavy heavier heaviest
Happy happier happiest
Silly sillier silliest
Ugly uglier ugliest
3. If a short adjective ends with e, add er and est
Little littler littlest
Fine finer finest
4. Put more(less) and most(least) in front of longer adjectives (with two or more syllable to
show comparison)
Appealing more Appealing most Appealing
Remarkable more remarkable most Remarkable
Beautiful more beautiful most Beautiful
Alert more Alert most Alert
5. Study the following irregular adjectives.
Bad worse worst
Fur further furthest
Far farther farthest
Good better best
Many more most
Little less least

Old elder eldest
Well (healthy) better best
Activity
From the choices provided after each sentences select a word or phrase that would correctly
complete the sentence.
1. Those are probably the ------------ curtains in the store.
a. Fancest
b. Fanciest
c. Most fanciest
2. Uncle Carl is really ------------ man.
a. An old sweet
b. A sweet, old
c. A sweet old
3. The Karmer- Ghia used to be ------------ sports car.
a. A fine German
b. A German, fine
c. A fine, German
4. Every one was home for the holidays. What could make for ------------ Christmas than that?
a. A merrier
b. The merriest
c. A merrier
5. They grew up in ------------ house in Mexico City.
a. A comfortable, little
b. A little, comfortable
c. A comfortable little
6. Diehard is the ------------ movie I have ever seen.
a. Most excited
b. Most exciting
c. Most excitable
7. Tashonda wanted to take a course with ------------ professor.
a. That interesting new Japanese economics
b. That Japanese interesting, new economics
c. That interesting, new, Japanese, economics
8. Of all the mechanics in the shop, Jersey is surely------------
a. The less competent
b. The least competent
c. The compete test
9. In the fall, the valleys tend to be------------ than the hilltops
a. Foggy
b. More foggier
c. Foggier
10. My cold is definitely------------ this morning.
a. Worse
b. Worst
c. Worser
3.2.2. Relative clause
Relative clauses is an adjective clause or a dependent clause that modifies a noun. It describes,
identifies, or gives further information about a noun. (An adjective clause is also called "a relative
clause.")
I saw the man. He closed the door.

I saw the man who/that closed the door.
An adjective clause uses pronouns to connect the dependent clause to the independent clause.
The adjective clause pronouns are who, whom, which, that, and whose.
(Adjective clause pronouns are also called "relative pronouns.")
Defining Relative Clause
A defining or restrictive clause contains important information about a person, things etc. which is
inseparable from the subject. i.e. you cannot take out the information in the relative clause and still
make sense. This means that priority is given to the information in the relative clause as well as the
information in the main clause. No comma is used when relative clause helps us define or restrict the
noun.
Defining clause gives important information which tells us exactly what is big referred to.
Example:
The scientist who developed relativity theory is called Albert Einstein.
A. Relative clause pronouns used as the subject
Example
I consult the UN coordinator. He took responsibility about food donation for orphans.
I consult the UN coordinator who/that took responsibility about food donation for orphans.
The book is mine. It is on the table.
The book which/that is on the table is mine
B. Relative clause pronouns used as the object

Example:
The man was Mr. Jones. I saw him.
The man whom/ who/ that/ø I saw was Solomon.

The movie wasn't very good. We saw it last night.
The movie which/that/ we saw last night wasn’t very good.
C. Using whose
Example:
I know the man. His bicycle was stolen.
I know the man whose bicycle was stolen.
The student writes well. I read her composition.
The student whose composition I read writes well.
Activity: Fill in the blank spaces with suitable relative pronouns and read out the story. Before
you start filling, browse through the text to get ideas about the appropriate pronoun.
This is a true story which is supposed to have happened somewhere in the US. A man
(1)………….was accused of housebreaking appeared in court. He had put his arm through the
window of a house and stolen some money (2)……………. was lying on a table inside. The
argument (3)……………. the man's lawyer put forward wasn't very impressive. He said that
(4)............……..was the man's arm (5)…………….had committed the crime and not the man himself.
'You cannot punish a man for (6)……………..his arm has done,' said the lawyer. Now the judge in
(7)…s…………. court the man was appearing wanted to show how stupid the lawyer's argument
was. Instead of finding the man guilty, he found the man's arm guilty and sent it to prison. 'He can go
with his arm or not, as he chooses,' the judge added, (8)……………... made everyone laugh. But
(9)……………. the judge didn't know was that the man had an artificial arm. He took the arm off,
gave it to the judge (10)……………..could hardly believe his eyes - and walked out of the court.
Non- defining Relative clauses

Non- defining clauses add extra information, are separated by commas in writing and by intonation
in speaking.
Relative clause pronouns used with non- defining relative clauses
1. Albert Einstein, who put forward the theory of relativity, is considered by many as the most
intelligent person in human history.
2. WCU, which is one of the 3rd generation universities, is located in Hosanna town.
3. My father, whose name is Debebe, died in 2010.
3.2.3. Adverbs: Frequency, Manner, Time, Degree

1. Adverbs of time
This section shows how to use ago, already, late, lately, later, just, still, then and yet to talk about
when.
I’ll be here again on Friday. (on Friday)
I’ll see you then.
First, I got up. Then I had breakfast. (the second thing I did)
It’s six o’clock now. The shop closed half an hour ago. (it closed at half past five)
Note: Use ago with past simple formation only. For other formations, use before:
It was six o’clock. The shop had closed half an hour before.
The boss arrived twenty minutes late. (after the correct time)
We arrived at nine. The boss arrived (at 9:20, but there was no correct time to arrive)
twenty minutes later.
I’ll see you later. (at a time in the future)
I’ve been ill lately. (my illness started a short time ago)
I’ve just seen a film about lions. (a very short time ago)
He’s just going to leave. (Very, very soon)
They had already eaten when I arrived (they ate before nine; by nine they had finished)
at nine.
Is he still asleep? (I know he was asleep; what about now?)
Is he asleep yet? (I know he was not asleep; what about now?)
She hasn’t finished it yet. (= She is still doing it.)
2. Adverbs of degree
Note: Adverbs of degree tell us about the intensity or degree of an action, an adjective or another
adverb. Adverbs of degree are usually placed before the adjective, adverb, or verb they are modifying,
although there are some exceptions discussed below.
Adverb of degree Modifying Example
Extremely Adjective The water was extremely cold.
Quite Adjective The movie is quite interesting.
Just Verb He was just leaving.
Almost Verb She has almost finished.
Very Adverb She is running very fast.
Too Adverb You are walking too slowly.
Enough Adverb You are running fast enough.
Difference in meaning between "very" and "too"
There is a big difference in meaning between "too" and "very". "Very" expresses a fact while "too"
suggests there is a problem.
Examples
 He speaks very quickly.
 He speaks too quickly for me to understand.

 It is very hot outside.
 It is too hot outside to go for a walk.
Other adverbs used like "very"
Some common adverbs are used in the same way as "very" to heighten the degree of adjectives and
adverbs.
Expressing strong feelings Expressing somewhat
Expressing very strong doubtful feelings
feelings
extremely, terribly, especially, particularly, pretty, rather, fairly, not
amazingly, wonderfully, uncommonly, unusually, especially, not particularly
insanely remarkably, quite
The movie was amazingly The movie was particularly The movie was fairly
interesting. interesting. interesting.
She sang wonderfully well. She sang unusually well. She sang pretty well.
The lecture was terribly The lecture was quite boring. The lecture was rather
boring boring.
Inversion with negative adverbs
Normally the subject goes before the verb; however, some negative adverbs can cause an inversion
when placed at the beginning of the clause. The order is reversed and the verb goes before the subject.
This inversion is only used in writing, not in speaking.
Adverb Normal word order Inversion
Never I have never seen such courage. Never have I seen such courage.
Rarely She rarely left the house. Rarely did she leave the house.
Not She didn’t only the cooking but the Not only did she do the cooking, but the
only cleaning as well. cleaning as well.
Scarcely I scarcely closed the door before he started Scarcely did I close the door before he
talking. started talking.
Seldom We seldom cross the river after sunset. Seldom do we cross the river sunset.
3. Adverbs of manner
Activity
How are the speakers saying the sentences below? Match each sentence with the best adverb. Write
the adverb in the blank.
Example: “Shhhhh, don’t say a word,” she said quietly.
Politely sadly Nervously quickly shyly
Incorrectly impolitely Happily angrily kindly
1. “I just got engaged!” she said _______________.
2. “My dog just died,” he said _______________.
3. “I’m in a hurry,” she said ________________.
4. “I no make mistakes,” he said ______________.
5. “May I please make a telephone call?” she asked ______________.
6. “Bring me a menu, fast!” he said __________________.
7. “This is the last time I’m telling you! Clean up your room!” she said _____________.
8. “W-w-will you m-m-marry m-m-me?” he asked __________________.
9. “Please don’t ask me to speak in front of the class,” she said __________________.
10. “Can I help you?” he asked _____________________.
4. Adverbs of Frequency
These adverbs fall into two categories definite frequency and indefinite frequency.
Both kinds of adverbs answer How often?
A. Adverbs of definite frequency and their position
These include words and phrases like the following.
 once, twice, several times (a day week month year, etc )
 hourly /daily, weekly/'fortnightly/monthly/yearly /annually
 every + e g day/week/month/year + morning afternoon evening night and in
combinations like every other day, every 3 years, every few days, every third (etc ) day
o on + Mondays Fridays weekdays, etc
These adverbials usually come at the end of a sentence.
E.g., There is a collection from this letterbox twice daily.
B. Adverbs of indefinite frequency

These adverbs give general answers to How often? Here are some of the most common, arranged on a
'scale of frequency'
 always (i.e. 'all of the time')
 almost always nearly always
 generally normally regularly usually
 frequently often
 sometimes occasionally
 almost never hardly ever rarely scarcely ever seldom
 not ever never (i e 'none of the time')
Negative frequency adverbs (almost never, etc above) cannot be used with not.
/ hardly ever see Brian these days (Not */ don't hardly ever")
The following can be intensified with very frequently occasionally often rarely regularly and
seldom But note that very occasionally means 'not very often'
E.g., We only have dinner parties very occasionally these days.
Activity
Position of adverbs
I. Three positions of adverbs
1. Front
Adverb Subject Verb
Gradually he changed his mind.
2. Mid
Subject Auxiliary Adverb Main verb object
They always speak English
We are almost ready
I have never said that
She will probably join us
This can hardly bet
Notes:
With main verbs, the adverb comes before the verb:
E.g., They always speak English.
With “be”, it comes after the verb:

e.g. We are almost ready.
With auxiliaries and modals, it is placed after the auxiliary/modal (between the
Auxiliary /modal and the main verb):
E.g. 1. I have never said that.
2. She will probably join us.
3. This can hardly be true.
If there are two auxiliaries or a modal and an auxiliary, the adverb is placed after the
first verb:
e.g. 1. The experiment has always been done like this.
2. They may never have used this method.
3. End
Subject Verb Adverb
He spoke about his plans at the meeting.
She has been attending the English class regularly.
3.2.4. Adjectives and prepositions

3.2.4.1. Adjectives
1. The position of adjectives
Consider the following two sentences.
My goodness’ that beautiful girl is coming towards us.
The girl is beautiful.

There are two places there we can use an adjective: before a noun [beautiful girl] and after a linking
verb as complement [is beautiful].
Before a noun After a linking verb
Claire’s got a new car. Claire’s car is new.
It was a dark night. It was getting dark.
This is good coffee. This coffee tastes good.
Some linking verbs are: appear, be, become, feel, get. Look, seem, smell, stay taste. We can use two
or more adjectives together as we will see it in the forthcoming sections. We can put a word like verb
or quite [an adverb of degree] before an Adjective.
See the following example.
It’s a quiet little restaurant. Mike was wearing a dirty old coat.
We can use most adjectives in both position- before a noun or after a linking Verb. However, a few
adjectives can go in one position but not in the other.
Here are some examples of adjectives which can only go before a noun.
 Be careful crossing the main road.
 The only problem is I’ve got no money
 Chess is an indoor game.
 The former footballer now trains young players.
Some more examples are:

Chief [=main], elder [=older], eldest [=oldest], principal [=main], inner, outdoor, outer, upper
 These adjectives are attributive.
See the following.
The former president, Girma [ ]
Girma Woldegiorgis the former ( ) the former what?
Here are some examples of adjectives that can only go after a linking verb.
 At last, the baby is asleep.
 Hanna’s two brothers are very alike.
 I ‘m really pleased to see you.
 Gebregzi looked ill, I thought.
Some more examples are:

 Some words with the prefix a: asleep, awake, alive, and afraid. ashamed, alone, alike
 Some words expressing feelings: pleased, glad, content, upset
 Some words to do with health: well, fine, ill, unwell
 These adjectives are predicative.
Thus, we don’t for instance; say “a like children” or” an afraid person”. [ ]
Notes:
a. Little is mostly attributive. a little/small cottage the cottage is small
b. Same cannot be predicative except with the.
Yes, I had the same experience. /yes, my experience was the same.
C. a noun as modifier can only be attributive.
A tennis club a water pipe afternoon tea
But nouns saying what something is made of can go in either position.
It’s a metal pipe. /the pipe is metal
D. Many of the predicative adjectives like the ones mentioned above can be
Attributive if they are modified by an adverb.
The wide awake children an extremely pleased customer
E. There is sometimes a word that we can use attributively instead of one with the prefix a.
 A sleeping child [not an asleep child ]
 A living person [not an alive person ]
 The frightened animal [not the afraid animal ]
F. There are also other words expressing feelings which we can use attributively.
A satisfied/contented costumer [not a pleased costumer]
G. Pleased, glad and upset can be attributive when not referring directly to people.
A pleased expression the glad news an upset stomach
Adjectives after nouns and pronouns
1. Some adjectives can have a prepositional phrase after them.
People were anxious for news.

The field was full of sheep.
2. Sometimes the position of the adjective depends on the meaning.
 The amount of money involved is quite small, [=relevant ]
 It is a rather involved story. [=complicated ]
 The person concerned is at lunch, I am afraid. [=relevant ]
 A number of concerned people have joined the protest. [=worried ]
 There were ten members of staff present. [=there ]
 Out present problems are much worse. [=now ]
 Fetia seems a responsible woman. [=sensible ]
 The woman responsible will be punished. [=who did it ]
Note
a. Available can come before or after a noun.
The only available tickets/ the only tickets available were very expensive.
b. Possible can come after the noun when there is a superlative adjective.
We took the shortest possible route/the shortest route possible.

c. The adjective follows the noun in a few titles and idiomatic phrases.
The director general a sergeant major the princess royal the sum total
3. Adjectives come after a compound with every, some, any and no.
Let’s find somewhere quite. You mustn’t do anything silly.

Adjectives ending in/-ed/and/-ing
Study the following example situation.
Jane has been doing the same job for a very long time. Every day she does exactly the same thing
again and again. She does not enjoy it anymore and would like to do something different. Jane’s job
is boring. Jane is bored [with her job
Somebody is bored if something [or somebody else] is boring to him/her.

We can say:
My job is boring interesting/tiring/satisfying/depressing etc
I’m bored with my job. /I’m not interested in my job. (How somebody feels about the job)
Example:
 Lulit is very interested in politics. (not interesting in politics)
 Are you interested in buying a car? I am trying to sell mine.
2. The Order of Adjectives

Refer to the next presented under section 4.1, and pay attention to adjectives in series. Also, see your
answer for item 4 of activity 4.1. What do you think of the order of adjectives in case a particular
object/person has many features?
Sometimes we use two or more adjectives together.
Example:
 My sister lives in a nice new house.
 In the kitchen, there was a beautiful large round wooden table.
Adjectives like new, large, round, wooden are fact adjectives. They give us factual information
thinks of something /somebody.
Adjectives like nice /beautiful are opinion adjectives. They tell us what somebody thinks of
something/somebody.
 Opinion adjectives usually go before fact adjectives. Generally, adjectives will appear in
the following order. The order depends mainly on the meaning. Look at these groups of
adjectives and other modifiers.
Opinion: nice, wonderful, excellent, lovely, terrible, awful, etc

*size: large, small, long, short, tall, etc
Quality: clear, busy, famous, important, quite etc
Age: old, new
Shape: round, square, fat, thin, wide, narrow, etc
Color: red, white, blue, green, etc
Origin: British, Italian, American etc

Material: brick, paper, plastic, wooden, etc.
Type: human, chemical, domestic, electronic, money (problems), etc
Purpose: alarm (clock), tennis (court), walking (boots), etc.
 adjectives of size and length (big/small/tall/short/long etc.) usually go before adjectives
of shape and width (round/fat/thin/slim/wide etc)
Examples:
A large round table a tall thing girl a long narrow street
If, however, there are two color adjectives, we use and.
A black and white dress a red, white and green flag
But a long black dress (not ‘a long and black dress)
Activity
Rewrite the following phrases using correct adjective. Use commas between the adjectives if
you have three or more adjective.
1. warm beach a sandy beautiful
____________________________________________________________________
2. Film handsome American a/n actor
____________________________________________________________________
3. a/n teacher intelligent part – time likeable
_____________________________________________________________________
4. balloon A plastic red hot –air huge
____________________________________________________________________
5. A basement apartment fully – furnished lovely
___________________________________________________________________
6. A dog black pedigree friendly
_________________________________________________________________
7. strange small A box square metal
_________________________________________________________________
8. bag beautiful A travel leather old
3.2.4.2. Prepostitions
Preposition is “a word that connects a noun, a noun phrase, or a pronoun to another word, especially to
a verb, another noun, or an adjective”,
1. Preposition of time
Preposition Usage Example

in  months/seasons  in August/in the summer
 years  in 1985
 time of day  in the evening
 centuries and historical periods  in the 19th century
 after a certain period of time  the shop closes in two hours
at  time of days  at 2:30

 noon, night, and midnight  at night
 names of mealtime  at breakfast
 age  I learned how to use computer at 12
on  Days of a week  On Friday
since  from a period of time up to the  I have been a student since 2004.
present (when it started)
for  how long a period of time has  I have been a student here for 2 years.
been
from…to  the beginning and end of a  My appointment is from 13:30 to 14:00
period of time
until  a period of time up to a  I cannot go dancing until I finish reading this
specific point in time chapter
by  in the sense of ''at the latest''  You must return your book by April 21st.
 due date  My essay is due by the end of the week.
2. Prepositions of Place (Location and Direction)

in  when something is in a place, it is  in class/in Victoria
inside it (enclosed within limits)  in the book
 in the car/in a taxi
 You look serious in this photo
at  located at a specific place (a point)  at the library
 for events  at a concert/at a party
 place where you are to do  at the cinema/at school/at work
something
 typical (watch a movie, study,
work)
on  being on a surface (not enclosed)  I left the keys on the table.
 for a certain side (left, right)  Go down this hall to the end, turn right, and
 for a floor in a building it's the third door on your left.
 for public transport  My apartment is on the fourth floor.
 for television, radio  I forgot my phone on the bus.
 You can hear my brother on the radio
to  moving toward a specific place (the  Every morning, I take the bus to school
goal or end point of movement)
from  for the origin or starting point  I used carrots from my garden.
 I received sucpecious email from my bank.
 I will be on vacation from July 31 for a week.

towards  movement in direction of sth.  I suddenly saw a dog running towards me.
across  movement from one side to another  There is a coffee shop across the street.
 I swam across the lake.
through  movement from one side to  I entered the room through an open window.
another but ''in something''  You have to go through the kitchen to get to
the bathroom
between  a place ''in the middle'' of two or  I was standing between my friend and his
more separate people or things parents.
 The gap between the rich and poor keeps
growing
among  a place ''surrounded'' by more  France is among the countries of Western
than two people or things together Europe.
as a group (in the sense of  Among the advantages of exercising regularly
''included in'') are lower risks of depression and a better
quality of life.
3. Prepositions of Connections

of  between two noun phrases to  The keyboard of my computer is pink.
show that the first belongs to  Richard is the son of Audrey/He is a good
or is part of the second friend of mine.
 to say how people are related
with  Between two noun phrases  I spilled coffee on the computer with a pink
when the second is a particular keyboard.
feature of the first.  I think Sarah is studying with Tara/I went to a
workshop
 To say that people or things
 with my friend.
are together
 My roommate killed a spider with a book.
 For the specific thing to
perform an action.
by  When we want to describe an  My roommate saved my live by killing the
action in a more general way spider.
Activity
1. Complete this text using prepositions: Inon/at/ for/of/with/betweenbefore/about
Student: Excuse me, when are your office hours?
Teacher: I am available to meet _____ you _____ Thursday _____ 13:30 and 15:30.
Student: I have class _____ that time. Can we meet _____ lunch?
Teacher: Is it urgent?
Student: Yes, I have some questions to ask you _____ the mid-term exam.
Teacher: You can come _____ my office _____ 11:00. Does that work _____ you?
Student: Yes, thank you. Can you remind me where is your office?
Teacher: My office is _____ the third floor _____ room A321 _____ the CTYT Building.
Student : Thank you very much! See you then.
2. Correct the mistakes in the text below.
Dear Dr. Smith,
This is Amanda Liu from your Introduction to Postmodernist Literature Class. After reading
excerpts of Wallace's Infinite Jest, there was something that seemed odd for me. In my notes, I
wrote that the heavy use of endnotes is meant to disrupt the linear narrative. Given Wallace’s
perception on reality as contingent, I can understand the latter interpretation. I’m having
difficulty understanding how the conclusion can be said to be open-ended, though. I understand
that it has something to do from the story eschewing chronological plot development and
straightforward resolution, which support a wide range of readings, but the reliance of
endnotes does seem to maintain some sense of narrative cohesion. I’ve talked to a few others
in class, and none of them have been able to provide me much insight. Would you be able to
explain this to me? If you do not have time to do so via email, would you be willing to discuss
it on the beginning of next class?
3.2.5. Reported Speech
There are two ways of relating what a person has said: direct and indirect.
In direct speech, we repeat the original speaker’s exact words:
He said, “I have lost my umbrella.”
Remarks thus repeated are placed between inverted commas, and a comma is placed
immediately before the remark. Direct speech is found in conversations in books, in plays and in
quotations. In indirect speech we give the exact meaning of a remark or a speech, without
necessarily using the speaker’s exact words:
He said (that) he had lost his umbrella.
There is no comma after say in indirect speech. that can usually be omitted after say and tell +
object. But it should be kept after other verbs: complain, explain, object, point out, protest
etc. Indirect speech is normally used when conversation is reported verbally, though direct speech is
sometimes here to give a more dramatic effect.
When we turn direct speech into indirect, some changes are usually necessary.
1. Pronouns and adjectives change
C. First and second person pronouns and possessive adjectives normally change to the third
person except when the speaker is reporting his own words.
(I = he, she; me = him, her; my = his, her; mine = his, hers; we = they...)
She said, “he’s my son”. She said that he was her son.
“I’m ill”, she said. She said that she was ill.
D. This / These
 This used in time expressions usually becomes that.

She said, “She’s coming this week”. She said that she was coming that week.
 This and that used as adjectives usually change to the.
He said, “I bought this pearl/these pearls for my mother”.
He said that he had bought the pearl/the pearls for his mother.
 This, these used as pronouns can become it, they/them.
He came back with two knives and said, “I found these beside the king’s bed”. He said he
had found them beside the king’s bed.
He said, “We will discuss this tomorrow”. He said that they would discuss it (the matter)
the next day.
2. Changes in adverbs of time
A. Adverbs and adverbial phrases of time change as follows:
 Today …..that day
 Yesterday….the day before
 the day before yesterday……two days before
 tomorrow…..the next day/the following day
 the day after tomorrow….in two day’s time
 next week/year….the following week/year etc.
 last week/year….the previous week/year etc.
 a year ago….a year before/the previous year
“I saw her the day before yesterday”, he said.
He said he had seen her two days before.
“I’ll do it tomorrow”, he promised.
He promised that he would do it the next day.
She said, “My father died a year ago”.
She said that her father had died a year before/the previous year
I saw her the day before yesterday”, he said.
He said he’d seen her two days before.
She said that her father had died a year before/the previous year.
“I saw her the day before yesterday”, he said.

He said he’d seen her two days before.

She said that her father had died a year before/the previous year.
B. But if the speech is made and reported on the same day these time changes are not
necessary:
At breakfast this morning he said, “I’ll be very busy today”.
At breakfast this morning he said that he would be very busy today.
C. here can become there but only when it is clear what place is meant:
At the station he said, “I’ll be here again tomorrow”.
He said that he’d be there again the next day.
Usually here has to be replaced by some phrase:
She said, “You can sit here, Tom”.
She told Tom that he could sit beside her.
3. Tense changes
A. Indirect speech can be introduced by a verb in a present tense: He says that ... This
is usual when we are:
a. reporting a conversation that is still going on
b. reading a letter and reporting what it says
c. reading instructions and reporting them
d. reporting a statement that someone makes very often.
e.g. Tom says that he’ll never get married.
When the introductory verb is in a present, present perfect or future tense we can report the direct
speech without any change of tense:
Dagim (phoning from the station): I’m trying to get a taxi.
Berhanu (to Selam, who is standing beside her): Dagim says he is trying to get taxi.
B. But indirect speech is usually introduced by a verb in the past tense. Verbs in the direct
speech have then to be changed into a corresponding past tense.
The changes are shown in the following table.
DIRECT SPEECH INDIRECT SPEECH
Simple Present Simple Past
“I never eat meat”, he explained. = He explained (that) he never ate meat.
Present Continuous Past Continuous
“I’m waiting for Ann”, he said. = He said (that) he was waiting for Ann.
Present Perfect Past Perfect
“I have found a flat”, he said. = He said (that) he had found a flat.
Present Perfect Continuous Past Perfect Continuous
He said, “I’ve been waiting for ages”. = He said (that) he had been waiting for ages.
Simple Past Past Perfect
“I took it home with me”, she said. = She said (that) he had taken it home with her.
Future Conditional
He said, “I will be in Paris on Monday”. = He said he would be in Paris on Monday.
Future Continuous Conditional Continuous
“I willbe using the car myself on the 24h”, = She said she’d been using the car herself
she said. on the 24th.
Conditional Conditional
I said, “I would like to see it”. = I said (that) I would like to see it.
All those changes represent the distancing effect of the reported speech. Common sense,
together
with the time aspect from the speaker’s point of view, are more important than the rules
when making the usual changes.
4. Questions in indirect speech
Direct question: He said, “Where is she going?”
Indirect question: He asked where she was going.
A. When we turn direct questions into indirect speech, the following changes are necessary:
a. Tenses, pronouns and possessive adjectives, and adverbs of time and place
change as in statements.
b. The interrogative form of the verb changes to the affirmative form.
c. The question mark is omitted in indirect questions.
B. If the introductory verb is say, it must be changed to a verb of inquiry, e.g. ask,
wonder, want to know etc.
He said, “Where is the station?” He asked where the station was.
C. ask can be followed by the person addressed (indirect object):
He asked, “What have you got in your bag?” He asked (me) what I had got in my bag.
But wonder and want to know cannot take an indirect object, so if we wish to report a
question where the person addressed is mentioned, we must use ask.
He said,”Mary, when is the next train?” He asked Mary when the next train was.
D. If the direct question begins with a question word (when, where, who, how, why etc.)
the question word is repeated in the indirect question:
He said, “Why didn’t you put on the brake?” He asked (her) why she hadn’t put on the brake.
She said, “What do you want?” She asked (them) what they wanted.
E. If there is no question word, if or whether must be used:
“Is anyone there?” he asked He asked if/whether anyone was there.
5. Commands, requests, advice in indirect speech
Direct command: He said, “Lie down, Tom”.
Indirect command: He told Tom to lie down.
Indirect commands, requests, advice are usually expressed by a verb

of command/request/advice + object +infinitive.
A. The following verbs can be used: advise, ask, beg, command, order, remind, tell, warn etc.
He said, “Get your coat, Tom!” He told Tom to get his coat.
B. Negative commands, requests etc. are usually reported by not + infinitive:
“Don’t swim out too far, boys”, I said.
I warned/told the boys not to swim out too far.
3.3. Reading Comprehension:

3.3.1. Detailed reading: Barriers to Learning
1. Read this text and answer the questions below.
In 2004, a group of young Ethiopians got together to take a close look at their own country’s education
system. Known as the Ethiopian Youth Forum, the group has been lobbying the government to help
children, and girls in particular, attend school. They launched a survey to understand which children
were not attending school and to find out why. Members of the survey group interviewed 550 students
in 20 primary schools to collect information. The survey conducted by the Forum and supported by
UNICEF was small in scope but served as a reminder that more than 7.8 million Ethiopian children –
including 4 million girls – were missing out on education. The findings about why these children were
staying out of the classroom were also startling.
Results of the survey
1 (69%): ___________________________________________________
2 (29%): ___________________________________________________
3 (18%): ___________________________________________________
4 (13%): ___________________________________________________
5 (8%): ___________________________________________________
6 (7%): ___________________________________________________
“These problems have been around for a long time. But they have often been overlooked,” notes
UNICEF Ethiopia Education Officer Maekelech Gidey. “So the survey is a great achievement in itself.
We still need to do a lot more follow-up work in the future.” Two years on, there have been significant
advances in the move towards free primary education for all, which the Ethiopian Government has
vowed to achieve by 2015 as one of the Millennium Development Goals. “There is no development
without education,” said Elleni Muluneh, a founder member of the Ethiopian Youth Forum. “The more
we educate children, the more we become developed in the long run. Maybe one day we will manage
to get every child in the country behind a school desk.”
Adapted from In Ethiopia, better education for a better future by Andrew Heavens www.UNICEF – Ethiopia

a. Complete these sentences using information from the text. Use your own words as much as
possible.
i) The survey was carried out by _________________________________________

________________________________________________________________.
ii) The purpose of the survey was ________________________________________
________________________________________________________________.
iii) The Ethiopian government hopes to ___________________________________
________________________________________________________________.
iv) Elleni Muluneh thinks education is important because _____________________
________________________________________________________________.
b. Now, using your ideas from your discussion at the beginning of this section, think about
how to complete the survey results.
3.3.2. Reading for the main idea: Oweka Learns a lesson
This text is an extract from a novel written by a Ugandan writer. Survey the text for a few
minutes and then answer the questions below.
The children grew up. It was difficult to tell which was the first and last born among the children of
the second wife. Nonetheless, Oweka was very proud of them. They were sent to school, but only the
three boys. Oweka refused to send his three girls to school. It was not their privilege to learn. Their
work was to learn how to dig, cook and later on get married. Maria’s mother, unlike the second wife,
would not listen to Oweka. She wanted her daughter to go to school. She knew her position well.
Maria was her only child and if she was to lead a poor life then she had no other child to look to as a
source of comfort. She was very poor but she scratched everywhere to get money to send her daughter
to school. She made a contract with a shopkeeper in the nearby trading centre. She sold him firewood
at a meagre price and thus had to carry firewood for six months in order to pay the school fees for one
term. In a year she was able to pay for only two terms. The shopkeeper, however, realised her good
intentions and agreed to lend her money. Every morning she got up, went to her garden and after
digging she would come back, make breakfast, eat and carry firewood to the shopkeeper. In the
afternoons, she went to the bush to collect firewood for the next day. In the evening she would go to
her garden. She always slept exhausted. Oweka did not like this at all. Maria was failing to learn the
ways of the kitchen and she might in future fail to get married. He tried tostop his wife from earning
money but she protested bitterly. Each night, Oweka beat her to stop her but each morning she carried
firewood to the shopkeeper. Oweka gave up.
At school, Maria did well. She showed a very keen interest in learning and she was always among the
top five. She was a very good example to other girls. She endeared herself so much to her teachers that
they secretly encouraged Maria’s mother not to give up educating her daughter. Her half-brothers on
the other hand were very poor at classwork. They never cared about school and were always late. They
studied Primary One until they had almost developed beards. Oweka got tired of paying their fees
without seeing any development. When he saw that Maria was doing well, better than her brothers, he
decided to take over responsibility from his wife. He started paying for Maria’s school fees. One day,
his children came back from school very amused. Oweka was milking at the time they came back, but
he was near enough to hear their conversation. “Mother,” one of them started, “the Inspector came into
our classroom at school today. He was startled to see male teachers making a noise with the young
children and surprised and cross when he discovered they were pupils! Mother, do you know, the
Inspector thought we were teachers!” Their mother laughed in merriment but Oweka, who had stopped
milking and was listening attentively, felt embarrassed. After milking, he decided to call his sons
together and inform them that they were to stop school and look after the cattle.
Adapted from Sour honey by Mary Abago
A. Choose the best option to complete these sentences about the text.
1 As his children grew up, Oweka wanted to educate …

a. all his children.
b. all the children of his first wife.
c. three of the children of his second wife.
d. the boys of his first and second wives.
2 Maria’s mother …
a. was Oweka’s second wife.
b. made her learn to dig and cook.
c. wanted to educate her only child.
d. did what her husband told her to do.
3 Maria’s mother raised money to pay school fees for the whole year …
a. by digging every morning.
b. by working at the nearby trading centre.
c. by carrying firewood for six months.
d. by selling firewood and borrowing money.
4 Oweka believed …
a. his wife was wasting her time educating a girl.
b. his wife was exhausting herself, which was not right.
c. at first that Maria should be educated, but changed his mind.
d. at first that Maria should not be educated, but changed his mind.
5 Maria’s teachers …
a. liked her very much.
b. wanted her to give up school.
c. kept Maria’s prospects secret.
d. said she was the best in the class.
6 Maria’s half-brothers …
a. liked school very much.
b. became teachers of Primary One.
c. developed beards at a young age.
d. repeated the same class many times.
B. What lesson do you think Oweka learned from this experience? Briefly cite evidence from
the text in support of your answer. Write one or two sentences only.

C. Find words with these meanings in the places indicated in the text.
a. _________ (lines 5–10) too small and much less than needed.
b. _________ (lines 15–20) strong and deep.
c. _________ (lines 20–25) made herself well-liked.
d. _________ (lines 30–33) surprised or slightly shocked.
e. _________ (lines 30–33) fun and enjoyment.

Unit Four: Water
4.1 Listening Skills
The Water Cycle

Pre-Listening: Answer the following questions before you listen text.
1. What are the benefits of water?
2. How do we compose water in chemistry?
3. What the steps in water cycle?
While Listening: Complete the following blank spaces while you are listening the text.
The water cycle shows the________________ movement of water within the Earth and atmosphere. It
is a__________ system that includes many different processes. _________ water evaporates into
water vapor, condenses to form clouds, and _______________back to earth in the form of rain and
snow. Water in different phases moves through the _______________ (transportation). Liquid water
flows ___________ land (runoff), into the ground (infiltration and percolation), and through the
ground (groundwater). Groundwater moves into plants (plant uptake) and evaporates from plants into
the atmosphere (transpiration). Solid ice and snow can turn ____________ into gas (sublimation). The
opposite can also __________ when water vapor becomes solid (deposition).
Post-Listening: Present about the states of water in detail.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_______________________________________________________________________.
4.2 Reading Comprehension

Water
Pre-reading: Answer the following text before you read the passage?
1. What is a story/tale?
2. What is the advantage of story/tale?
3. What are the states of water?
While-reading questions: Answer the following questions while you are reading the passage
below.
1. List down the unique characteristics of water.
2. Why a number of natural states of water exist on earth?
3. What is the universal composition of water?
4. How water plays an important role in world’s economy?

5. How much of the earth is covered with water?
6. Mention the types of sports played in water.
7. What is the central idea of the passage?
8. Work out the meanings of the words in bold the passage.
transparent
dissolve
finely
runoff
source
solvent
9. Identify the replacement of the following references.
its
this
Water is an inorganic compound with the chemical formula H2O. It is a transparent, tasteless,
odorless, and nearly colorless chemical substance, which is the main constituent
of Earth's hydrosphere and the fluids of all known living organisms (in which it acts as a solvent[1]). It
is vital for all known forms of life, despite not providing food, energy or organic micronutrients.
Its chemical formula, H2O, indicates that each of its molecules contains one oxygen and
two hydrogen atoms, connected by covalent bonds. The hydrogen atoms are attached to the oxygen
atom at an angle of 104.45°. "Water" is also the name of the liquid state of H2O at standard
temperature and pressure.
Water (H2O) is a polar inorganic compound. At room temperature it is a tasteless and odorless liquid,
nearly colorless with a hint of blue. This simplest hydrogen chalcogenide is by far the most studied
chemical compound and is described as the "universal solvent" for its ability to dissolve many
substances.[10][11] This allows it to be the "solvent of life":[12] indeed, water as found in nature almost
always includes various dissolved substances, and special steps are required to obtain chemically pure
water. Water is the only common substance to exist as a solid, liquid, and gas in normal terrestrial
conditions.
Because Earth's environment is relatively close to water's triple point, a number of natural states of
water exist on earth.[3] It forms precipitation in the form of rain and aerosols in the form
of fog. Clouds consist of suspended droplets of water and ice, its solid state. When finely
divided, crystalline ice may precipitate in the form of snow. The gaseous state of water
is steam or water vapor.
Water covers about 71% of the Earth's surface, with seas and oceans making up most of the water
volume on earth (about 96.5%).[4] Small portions of water occur as groundwater (1.7%), in
the glaciers and the ice caps of Antarctica and Greenland (1.7%), and in the air as vapor, clouds
(consisting of ice and liquid water suspended in air), and precipitation (0.001%). Water moves
continually through the water cycle of evaporation, transpiration (evapotranspiration), condensation,
precipitation, and runoff, usually reaching the sea.
Water plays an important role in the world economy. Approximately 70% of the freshwater used
by humans goes to agriculture.[7] Fishing in salt and fresh water bodies has been, and continues to be, a
major source of food for many parts of the world, providing 6.5% of global protein.[8] Much of the
long-distance trade of commodities (such as oil, natural gas, and manufactured products) is transported
by boats through seas, rivers, lakes, and canals. Large quantities of water, ice, and steam are used for
cooling and heating, in industry and homes. Water is an excellent solvent for a wide variety of
substances both mineral and organic; as such it is widely used in industrial processes, and in cooking
and washing. Water, ice and snow are also central to many sports and other forms of entertainment,
such as swimming, pleasure boating, boat racing, surfing, sport fishing, diving, ice skating and skiing.
Post-reading: Write the summary of the passage in one paragraph.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_______________________________________________________________________________.
4.3 Speaking
Water Shortage: Describing Cause and Effect

Definition of Cause and Effect
In the cause and effect relationship, one or more things happen as a result of something else.
A cause is a catalyst, a motive, or an action that brings about a reaction—or reactions. A cause
instigates an effect.
An effect is a condition, occurrence, or result generated by one or more causes. Effects are outcomes.
What Does Cause and Effect Mean?

Cause and effect means that things happen because something prompted them to happen.
A cause is why something happens. An effect is what happened.
For example, you have a picnic planned for Sunday afternoon. However, the weather becomes stormy
and you have to cancel your outdoor plans.
In this situation, the cause is the stormy weather and the effect of that stormy weather is the picnic
cancellation.
Cause and effect are intertwined. American poet Ralph Waldo Emerson said, “Cause and effect are
two sides of one fact.”
You cannot have an effect without a cause, nor can you have a cause without an effect.
In cause and effect relationships, there may be multiple causes and multiple effects. The relationship
may cycle on with a cause leading to effects that become a cause for more effects!
Let us say that you oversleep and are late to a meeting and, because you are late to the meeting, you
miss the delicious pastries the boss brought in. Since you missed the pastries, you are hungry and
aggravated. This may in turn have an effect on your next interaction with a colleague or client.
Examples of Cause and Effect in Sentences

Cause and effect sentences show a clear, direct relationship between events. They show how one event
or action triggers an outcome. They may also show how an effect has more than one cause, or a cause
has more than one effect.
Cause and effect sentences can present the cause first and follow it with the effect, or present the effect
first and follow it with the cause.
 I ate tons of junk food, so now I feel sick.
 I feel sick because I ate tons of junk food.
These sentences have the same cause and effect presented in a different order. These sentences share
the same meaning and show the same relationship.
In the next five sentences, determine which comes first, the cause or the effect.
 He lied to me, so I ended our relationship.
 Since I was up all night with my sick child, I’m exhausted this morning.
 She never gave up on her writing, and now she’s published a book!
 They could finish the race because they had trained for it so diligently.
 They gave the restaurant a critical review because their food was burnt to a crisp.
In the first three sentences, the cause comes first. In sentences four and five, the effect comes first.

Cause and Effect Words
There are words that signal a cause and effect relationship. These words can help readers recognize the
cause and effect structure of a passage, making it easier to comprehend content.
Words that signal a cause include:
Source Root Origin

Seed Bring about Starting Point
Words that signal effect include:

Result Consequence Upshot
Outcome Ramification Reaction
Signal Words in Cause and Effect Sentence

Observe how the signal words communicate the relationship in these cause and effect
example sentences:
 As a result of COVID, many high school students could not experience graduation
ceremonies.
 There was a multi-car accident on the highway, so traffic was at a standstill.
 I have started eating a much healthier diet. Consequently, I have lost weight and have more
energy.
 Thanks to my caring friends, I recovered from a difficult situation.
 Since the weather was perfect, we spent the entire day outdoors.
 My partner got his dream job 200 miles away from where we currently live. As a result, we
have to sell the home and move.
 His financial hardships are due to his careless spending.
 She campaigned the hardest, therefore she won the vote.
 The doctor’s optimism is the reason for our positive outlook.
 Your sister is several years older than you are. Accordingly, she has more responsibility and
independence.
Prepare a presentation on Water Shortage showing the cause and effect.
__________________________________________________________________________________
__________________________________________________________________________________
____________________.
Expressing Regrets (wish)
Using wish for past regrets

To regret means that we now feel sorry for something which happened (or didn’t happen) in the past
For example:
‘I regret waking up so late this morning.’ = I am now sorry that I woke up late.
‘I regret not studying harder in school.’ = I am now sorry that I didn’t study enough.
In English we can use the word 'wish' to talk about our past regrets (I have many regrets, so it a
useful word for me)!
Let’s take a look at our first example sentence using wish:
‘I wish I had studied harder in school.’
(wish + pronoun + past perfect)
Again in this example sentence the speaker is now sorry that he did not study harder in school.
Here are some more examples:
‘Noel wishes he had visited the Sorbonne when he was in Paris.’
‘We wish we had been kinder to her before she got sick.’
‘They wish they hadn’t spent so much money on their shopping trip.’
Using wish for present regrets

So far we have looked at using regret for events which happened in the past which we now feel sorry
about. We can also use wish to talk about our regrets about present situations i.e. we wish that things
could be different from the way they are at the moment.
‘I wish I was taller.’ = I am not tall, but I want to be.
Note: Although we are talking about the present we use the past tense:’ I wish I was taller’ and
not ‘I wish I am taller’.
Here are some examples of present situation regrets:
‘I wish I knew the way home.’ = I want to go home, but I don’t know the way.
‘She wishes she was going too.’ = She wants to go, but she can not.
‘They wish they were younger.’ = They are older than they want to be.
Complaining
When someone does something which makes us angry we can use wish:
‘I wish you wouldn’t do that’
Imagine that you share an apartment with somebody. He is very lazy. You can complain by
using wish + would:
‘I wish you would wash the dishes.’
‘I wish you wouldn’t leave your clothes on the floor.’
‘I wish you would be cleaner.’
Dreams and unreal situations
We can use wish + could to talk about something that we want to do but can’t.
For impossible dreams:
‘I wish I could fly like superman!’
For possible dreams:
‘I wish I could ski.’ (This is not impossible, you just need to take lessons)
Using wish for past regrets
1. 'I regret waking up so late this morning. ' = I am now sorry that I woke up late.
2. 'I regret not studying harder in school. ' = I am now sorry that I didn't study enough.
3. 'I wish I was taller. ' = I am not tall, but I want to be.
4. 'She wishes she was going too. ...
5. 'They wish they were younger.
May I Interrupt?
Recently, I received a question about how to interrupt someone politely in English. Here was the exact
problem: “How to interrupt politely? Because I was on call with Americans yesterday. I wanted to say
that I was only able to stay for 40 minutes on this call. I didn’t know how to interrupt in a polite way.
Any ideas?”
Yes! I definitely have some ideas and I’m so glad I received this question because interrupting
someone is certainly a delicate matter.
Generally speaking, it’s rude to interrupt someone, right?
But this question is a perfect example of when it’s necessary to interrupt: you’re on a phone call or in a
meeting and you need to share an important message, like the need to leave early.
There are three common reasons why it may be necessary to interrupt someone. You need or want to:
 Share an important message
 Ask a question or clarify something
 Join a conversation or express your opinion on the topic
The key is knowing how to interrupt someone politely. To help you do that, I want to share essential
tips and common phrases we use in English.
Ways to Interrupt Someone Politely in English

When you need to deliver a message:
 I hate to interrupt but I wanted to let you know I have to leave the meeting early.
 I’m so sorry to interrupt but…
 I don’t mean to be rude but may I interrupt quickly?
When you need to end a conversation

 I’m terribly sorry to interrupt you but I have to be at work for a meeting shortly and must *get
going*. It was wonderful to see you. Have a nice day. (Note: In this context, to get going
means to depart or leave.)
 Oh! Sorry to interrupt but I just noticed the time and I need to get to work. I’m very sorry. But
it was great chatting with you.
When you need to ask a question or would like to clarify something:
 Sorry to interrupt but may I ask a quick question?
 I’m so sorry for interrupting but I’d like to make sure I understood you correctly.
 I don’t mean to be rude but I’d like to ask a question.
When you want to join a conversation or express your opinion:

 So sorry to interrupt but before we *move on*, I’d like to add my thoughts on this topic. (Note:
to move on means to start doing or discussing something new.)

 Excuse me but may I jump in here?
 May I add something quickly?
What should you say if someone interrupts you? How do you continue the conversation after the
interruption?
Here are two specific questions:
 What can you say to someone to indicate that it is okay for them to interrupt?
 What can you say after the interruption to continue your comments?
How do you politely interrupt a meeting?

Use one of the following phrases to interrupt politely:
 Do you mind if I just jump in really quick?
 I don't mean to interrupt, but…
 May I interrupt briefly?
 Can I just add my two cents?
 Can I quickly share an idea that just popped in?
 Can I just add something here?
4.4 Grammar: Like and as

In English, the words like and as, are commonly interchanged and used synonymously. However, they
are not similar in their meanings, as we use the word ‘like‘ to mean something we enjoy or prefer to
do, or for someone you admire. On the other hand, the word ‘as' is used to refer to the occupation or
character of a person.
Apart from these meaning, like and as can also refer to ‘in the same way’ which often confuses
people with respect to their usage in sentences. Let’s look at the example to understand their
difference:
 Like your father, he wants you to succeed in your life.
 As your father, he wants you to succeed in your life.
You might have noticed that, in the very first sentence, we’ve used ‘like’, which means that the person
we’re talking about is not the father, but holds a similar position. In the next sentence, we’ve used ‘as’
which means the person is the father of the subject.
Comparison Chart
Basis for comparison like as
Meaning The word 'like' is used to mean The word 'as' is used in sentences to
'similar to' or 'the same as'. It can highlight the job, appearance or
also be used to give some function. It can also be used to mean 'in
examples. the same way.'
Parts of Speech Noun, Adjective, Adverb, Adverb, Preposition and Conjunction

Preposition and Conjunction
When followed by It refers to 'similar to or the same It refers to 'in the role of'.
noun way as'.
Comparison Like is followed by a noun phrase. As is followed by a clause.
Examples Nick dances like Michael Jackson. As I told you, I would be moving to
Delhi, this week.
Talking to you is like talking to a She has been working as a

3 year old baby. cinematographer.
I wish I could have a house like He is late for the class, as always.
yours.
Definition of Like
The word like is used in the sentences for someone or something that we enjoy, admire or feel positive
about. It also indicates similarity, i.e. when someone or something resembles another, we use the word
like in the sentence. Either it is used as a preposition, and followed by a noun/pronoun, or it is used as
a conjunction, where a clause comes after it. Now let’s discuss the uses of like:
1. To admire something:
 Sophia likes dancing.
 Do you like being arrogant?
To show same features, qualities or traits:
 He is like a brother to me.
 Paul has a dog like Jane.
If like is followed by a noun, it implies ‘the same way as‘:
 You look like your mother.
 Monica is behaving like a celebrity.
To draw attention towards the kind of an action done:
 How could you talk to me like that?
As an adverb, it can be used to modify sentences:
 Just like her mother, Jimmy also wants to serve the nation.
It can also mean for example:
 There are many beautiful places in Delhi like Lotus Temple, Red Fort, Nehru
Planetarium, India Gate, etc.

Definition of ‘as’
Basically, ‘as’ is used to make a comparison, to indicate the extent or degree of an object or an
individual. It may also refer to an individual’s function, job or qualities. Moreover, ‘as’ can also be
used in the context of ‘in the same way that’. Now, let’s have a look at the given points to understand,
how we can use it in our sentences:
1. To refer to ‘in the same manner‘:

 You can use the new software as instructed in the manual.
 The event took place, as I planned.
To indicate a person’s occupation, character, position or role:
 As a teacher, I always love to teach new things, my students.
 It is your duty as an Auditor, to give a true and fair view, on the accounts.
To make a comparison between two entities:
 I am not as tall as Jane.
 Football is not as famous as cricket in India.
We use as when two things take place simultaneously:
 I looked at her, as she was going outside.
 As I grew older, I realized what is good for me or not.
 As I was going, the guests came.
To give reasons:
 As I was in a hurry, I didn’t notice the signboard on the road.
 As she was hungry, she ate everything; her mother made for her.
Key Differences Between ‘Like and As’
The difference between like and as is presented in the points given below:
1. ‘Like’ is a term that we can use to denote some similarity in quality or characteristic or the way
something is done. It can also be used to give examples or to indicate that we admire
something. Conversely, ‘As’ is used to refer to ‘in the same manner’. It also describes the
function, character, or job of a person. It also reflects comparison in the way something takes
place.
2. ‘Like’, can be used as a Noun, Adjective, Adverb, Preposition and Conjunction. However, ‘as’
can be used as a preposition, conjunction and adverb.
3. If the word ‘like’ is followed by a noun, it reflects something similar to or the same way as. On
the other hand, as is succeeded by a noun, it means ‘in the role of’.
4. While making comparisons, ‘like’ is followed by a noun phrase. In contrast, ‘as’ precedes the
clause in the case of comparison between two entities.
5. Examples:
 Complete the project as I suggested and not like you have decided.

 Veronica is as beautiful as Meera, but not like Divya.
Examples
Like
 I don’t like wasting money unnecessarily.
 He is like blaming me for the incident.
 Why are you acting like a kid, when you are not?
As
 Steve worked as a programmer, at the initial phase of his career.
 As always, Peter scored 90% on his exams.
 Could you please do it, as I directed you.
How to remember the difference
There are many differences between the two terms, specifically in their real meanings. Like means
when we admire someone or something, whereas as reflects ‘in the role of’.
Quantifiers Connotation/Attitudes of Quantifiers

A few and few (for countable) as well as a little and little (for uncountable nouns) may seem very
similar, but they actually hold very different connotations.
A few and a little indicate that the speaker feels positively about the quantity he/she is describing:
though he/she may not have much, it is enough.
Few and little indicates the speaker feels negatively about the quantity: he/she is lacking in the noun
and would like more if it were available.
Examples
I have a little money for lunch. ⇒ I have enough money for lunch.
I have little money for lunch.⇒ I do not have enough money for lunch.
The scientist has a few techniques which she can use to determine his product.⇒
The scientist has enough techniques which she can use to determine his product.
The scientist has few techniques which she can use to determine his product.⇒
The scientist does not have enough techniques which she can she use to determine his product.
Quantifiers followed by “of”
Many quantifiers that end in “of” must be followed by an article or determiner (these,
his, my, etc.), although some do not.
Unfortunately, no exact rule determines which quantifiers require an article after “of.”
A few examples are listed below.
Must be followed by article or determiner
May or may not be followed by article or determiner
All of Enough of
Some of Plenty of
Many of A lot of
Much of A number of
(A) few of A couple of
(A) little of
None of
Several of
Examples
Many of the doctors believed much of his research was flawed.
None of the tourists knew that a lot of piranha species prefer to eat crackers over meat
OR
None of the tourists knew that a lot of piranha species prefer to eat crackers over meat.
Practice
Choose the quantifier(s) which make(s) the sentence grammatically correct:
1. The tea was too sweet because she had put too [much| many] sugar.
2. [Much| Lots of| Several] soil samples were taken from archaeological dig site.
3. [A large amount of| Plenty of| A large number of] fish in inhabit the Great Barrier Reef.
Choose if the quantifier should be positive or negative based on the rest of the sentence:
1. [A few| Few] friends visited him at the hospital, which seemed to raise his spirits.
2. The stock plummeted in price at closing, so in the end there was [a
little| little] profit.
3. She was busy with classes, so she had [a little| little] time for tennis.
Determine if an article or determiner is necessary:
1. A number of _____ actors complained to the director about the lighting.
2. Enough of _____ students complained to the professor about the noisy room that all of
______ class was able to have lecture outside.
3. All of _____ friends found that while she had a lot of _____ books, she preferred to read only one or
two repeatedly.
Articles in English Grammar
The words ‘a’, ‘an’ and ‘the’, known as articles, present problems for most speakers of English as an
additional language. This is not surprising, since there is no equivalent construction in many
languages, and those languages that do have articles do not necessarily use them in the same way as
English.
Introduction
It is often difficult to decide whether an English noun needs an article before it, and, if so, which
article (a/an/the) to use. The main things to consider when choosing an article are whether or not the
noun is countable, and whether it is definite. Countability means that the noun can be made plural,
e.g. book/books. This is something you can check in a learner’s dictionary of English. Whether a noun
is definite or indefinite depends on whether you and your reader or listener both know what you are
referring to. The following pages give you some guidelines on what makes a noun countable and/or
definite. Much of the information is based on the work of Master (1986) and Swales and Feak (1994).
When you have to decide whether to use an article, and which article to use, consider this chart:

Choosing the right article Is the Is the noun plural or uncountable?
noun singular and countable?
Yes Yes
Is it definite? Is it definite?
yes no yes no
the a/an the no article
For example:
I bought a book – book is a singular, countable noun; therefore it has to have an article. Your reader
does not know which book you are referring to, therefore it is ‘indefinite’.
The book I bought is interesting - book is again a singular, countable noun; therefore it has to have an
article. In this case, we know which book you are referring to (the book you bought), so it takes a
definite article. (More details on the definite article are given below.)
I like the books you gave me – books is a plural noun. It is used in a definite sense (we know which
books – the books you gave me), so it takes a definite article.
I like books-books is a plural noun. It is used about books generally not specific books, so it takes no
article.
Blood is thicker than water – blood and water are singular, uncountable nouns. They are used in a
general sense, therefore they do not need an article.
I bought two books – you do not need an article, because you already have the word two.
I bought some books – you do not need an article, because you already have the word some.
How do you know whether you need an article and which article to use?
A single, countable noun must have an article if there is no other number, determiner or possessive
(e.g. two, our, this). If the noun is plural, an article may not be necessary. Look first at your noun:
our house – you do not need an article, because you already have the possesive our.
this year – you do not need an article, because you already have the determiner this.
car – you need an article, because this is a singular countable noun with no determiner already.
trees – you may need an article, depending on whether the noun is definite or not.
For example:
Trees are usually green – no article is needed, because you are talking generally and the noun is not
definite, i.e. you are not talking about specific trees.
The trees in the park are green – the article is needed because you have specified which trees you are
talking about.
Indefinite article (a/an)
If the noun is singular and countable, and this is the first time you have mentioned it, then you will
usually need the indefinite article:
I bought a book – we do not know which book.
There is a bird outside – we do not know anything about the bird.
Measurements and rates also take the indefinite article: Three times a week
If the noun starts with a vowel sound, then the article an is used: an ear, an uncle, an hour

If the noun starts with a consonant sound, then the article a is used: a school, a university
Definite article (the)
If your reader or listener understands what you are referring to, then you will usually need the definite
article:
I bought a book last week. The book is about trees.
(You have just mentioned the book, so you both know which one.)
We went to a wedding yesterday. The bride wore a lovely dress.
(You have not mentioned the bride before, but you both know she is connected to the wedding.)
Some things are taken to be common knowledge in English and therefore take the definite article:
Decades – He was born in the 1920s.
Currencies –The dollar is getting stronger against the pound.
Superlatives and ordinals – The second book in the series is the best.
Oceans, seas and many rivers –The Nile flows into the Mediterranean.
Plural or ‘united’ countries – The Maldives are much smaller than the United States of America.
Adjectives used as nouns – The poor will always be a challenge for the rich in any country.
Many organizations –The World Health Organization has a detailed definition of health.
A scientific categorization – The zebra is native to Africa.
A symbol – The Merlion is a symbol of Singapore.
Unique people, places or things – The prime minister said she would call a conference on changes
affecting the earth’s climate.
Unique adjectives-The same people always take the only parking spaces available.
Other word patterns which take ‘the’:
Specific nouns modified by a relative clause – The paintings (which are) in the gallery
Specific nouns followed by ‘of’. This is a very common pattern - The use of this procedure
Plural nouns preceded by ‘of’ – e.g. Some of the paintings were interesting.
Common error: You cannot write most of paintings or none of paintings.
It is either most of the paintings (definite) or most paintings (general).
Most of the paintings in the exhibition were landscapes.
(definite – we know which specific paintings – they are in the exhibition)
Most paintings nowadays (general – not specific paintings)
No article
We do not need an article if a noun is plural or uncountable and it is not definite.
Women generally live longer than men.
Articles are difficult to use.
Paint is hard to remove.
Exercise
Try this exercise, putting a/an/the in the blanks. If there should be no article, then place a * in the
blank. The answers and explanations follow.
Mr Coleman was (1) ___ very fastidious person. He lived three (2) ___ streets away from us, in (3)
___ small house with (4) ___ beautiful garden. Having taken early retirement from his (5) ___ job as

(6) ___ button counter, he now had plenty of time to worry, and this he did very successfully. He often
spent sleepless nights trying to figure out how he could successfully cook both sides of (7) ___
omelette without it breaking, or how he might achieve better access to (8) ___ tins at (9) ___ back of
his cupboard. (10) ___ most of his home was exceptionally neat and tidy, but several loose cables
behind (11) ___ television set bothered him, and he never quite knew what to do with (12) ___ empty
plastic bags.
Then, one day, his life changed, and he began to experience some relief from his anguish. It seemed
that other people underwent similar mental trials, for (13) ___ new catalogue appeared on his doorstep.
(14) ___ catalogue contained solutions for many of his problems, and for others which had not yet
given him any cause for concern. There was (15) ___ set of three egg timers, for example, shaped like
(16) ___ chickens and designed to emit (17) ___ clucking sound at (18) ___ end of three, four and five
minutes respectively. In this way he could cook (19) ___ eggs to suit each of his friends individually,
and then keep them warm with (20) ___ specially designed covers which went with the timer, marked
‘3’, ‘4’ and ‘5’ for identification purposes. And (21) ___ catalogue contained many other wonderful
ideas, such as (22) ___ toaster which could be adjusted to produce different degrees of brownness on
(23) ___ four slices toasted simultaneously, and (24) ___ photo frame that rotated pictures at (25) ___
touch of (26) ___ invisible button, so that visiting relatives would never be offended by not seeing
their pictures on display, unless, of course, they all turned up together – Mr Coleman eventually solved
this problem too by ordering four frames.
Answers
Mr Coleman was (1) a very fastidious person. He lived three (2) * streets away from us, in (3) a small
house with (4) a beautiful garden. Having taken early retirement from his (5) * job as (6) a button
counter, he now had plenty of time to worry, and this he did very successfully. He often spent
sleepless nights trying to figure out how he could successfully cook both sides of (7) an omelette
without it breaking, or how he might achieve better access to (8) the tins at (9) the back of his
cupboard. (10) *Most of his home was exceptionally neat and tidy, but several loose cables behind
(11) the television set bothered him, and he never quite knew what to do with (12) empty plastic bags.
Then, one day, his life changed, and he began to experience some relief from his anguish. It seemed
that other people underwent similar mental trials, for (13) a new catalogue appeared on his doorstep.
(14) The catalogue contained solutions for many of his problems, and for others which had not yet
given him any cause for concern. There was (15) a set of three egg timers, for example, shaped like
(16) * chickens and designed to emit (17) a clucking sound at (18) the end of three, four and five
minutes respectively. In this way he could cook (19) * eggs to suit each of his friends individually, and
then keep them warm with (20) the specially designed covers which went with the timer, marked ‘3’,
‘4’ and ‘5’ for identification purposes. And (21) the catalogue contained many other wonderful ideas,
such as (22) a toaster which could be adjusted to produce different degrees of brownness on (23) *
four slices toasted simultaneously, and (24) a photo frame that rotated pictures at (25) the touch of
(26) an invisible button, so that visiting relatives would never be offended by not seeing their pictures
on display, unless, of course, they all turned up together – Mr Coleman eventually solved this problem
too by ordering four frames.

(Adapted from Haisley, J 2008, The Good Samaritan, Ginninderra Press, Adelaide)
Explanations (1) a singular, countable noun; first mention

(2) no article plural, countable noun; a number is used instead (‘three streets’)
(3) a singular, countable noun; first mention
(5) a singular, countable noun; first mention; someone’s job
(7) an singular, countable noun; first mention
(8) the plural, countable noun; we know which tins (the tins at the back
of his cupboard), so the noun is specific
(9) the singular, countable noun; specific noun followed by ‘of’
(10) no article singular, countable noun; ‘most of his home’
(11) the singular, countable noun; the writer is drawing you into the story,
assuming that you know which television set is talked about, and
that Mr Coleman only has one television set
(12) no article plural, countable noun; not specific
(14) the singular, countable noun; second mention. You know which
catalogue, so it is now specific
(18) the singular, countable noun; specific noun followed by ‘of’
(20) the singular, countable noun; we know which covers (the covers
which went with the timer), so the noun is specific
(21) the singular, countable noun; second mention. You know which
catalogue, so it is now specific
Linking Words
When you are writing it is important that the connections between your ideas are made clear so your
reader will make the connections you have intended. You can do this by using linking words and
phrases. For this reason, linking words and phrases are often called connectives.
Connectives act like a road map for the reader to indicate the flow and order of your writing. These
play an important role in showing the logical connections between your ideas, the literature, and the
statements you are making.
This is particularly important in argumentative writing. Merely making a claim and presenting
evidence beside it will not qualify as an argument unless you show how they support your claims.

A Word of Caution
Connectives can be very effective, but many students overuse them. It is important to consider why
you are using them and not to include them just to sound ‘more academic’.
In particular, students overuse conjunctions such as ‘however’, ‘moreover’, ‘furthermore’, and
‘therefore’ at the beginning of sentences. Consider other types of connectives and their placement in
the sentence. Often, a simple ‘but’ will suffice!
DISCOURSE MARKERS
Discourse markers act as connectives. They play an important role contextualizing own claims,
premises, and conclusions and demonstrating the relationships between premises and the evidence that
supports them.
To Show Support
Discourse Markers How It Is Used Examples
Addition to add to what has been additionally …, and also …, apart from this …,
previously stated: furthermore …, in addition …, moreover …,
further …, what is more …
Comparison to show how things are similarly …, equally …, in the same way …,
similar: likewise …,
correspondingly …
Emphasis to put forward a point or indeed …, it should be noted …, most importantly
idea more forcefully: …, to repeat …, unquestionably …, in particular
…, notably ..., particularly …, especially …,
above all …
Cause to provide reasons for what because …, due to …, given that …, in order that
has been stated or has …, since …, as …
occurred:
Effect to provide the effect of what as a result …, consequently …, for this reason ...,
has been stated or has hence …, therefore …, thus ..., as a consequence
occurred: …
Generalisation to make a general statement: as a rule …, for the most part …, generally …, in
general …, on the whole ..., usually …, in most
cases …
4.5: Writing
Write a paragraph on the topic “Saving Water in Ethiopia”
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
____________________.

Unit 5: Family Life
5.1 Listening Skills
A Father’s Voice
Pre-Listening: Answer the following questions before you read the text.
1. Have you ever sit with your father and heard him?
2. What type of stories have you heard? Can you recall them?
3. What did you learn from him?
While-listening: Answer the following questions while you are listening the text. Take notes in
order to respond to the questions.
1. Where did the story take place?
2. Why did the father rejected to accept the son?
3. How did the son sit there?
4. When did the event occur?
5. What did the son learn from his father?
6. What is the central idea of the passage?
Post-reading: Retell the story for your friend.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________.
5.2 Grammar: Talking about the Future

Learn about the different verb forms you can use to talk about the future, and do the exercises to
practice using them.
When we know about the future, we normally use the present tense.
1. We use the present simple for something scheduled:
We have a lesson next Monday.

The train arrives at 6.30 in the morning.
The holidays start next week.
It is my birthday tomorrow.
2. We can use the present continuous for plans or arrangements:

I am playing football tomorrow.
They are coming to see us tomorrow.
We are having a party at Christmas.
3. We use will:
 when we express beliefs about the future:
It will be a nice day tomorrow.

I think Brazil will win the World Cup.
I am sure you will enjoy the film.
 to mean want to or be willing to:
I hope you will come to my party.

George says he will help us.
 to make offers and promises :
I will see you tomorrow.

We will send you an email.
 to talk about offers and promises:
Tim will be at the meeting.

Mary will help with the cooking.
4. We use be going to:
 to talk about plans or intentions:
I am going to drive to work today.

They are going to move to Manchester.
 to make predictions based on evidence we can see:
Be careful! You are going to fall. (= I can see that you might fall.)
Look at those black clouds. I think it is going to rain. (= I can see that it will rain.)
5. We use will be with an -ing form for something happening before and after a specific time in the
future:
I will be working at eight o'clock. Can you come later?

They will be waiting for you when you arrive.

6. We can use will be with an -ing form instead of the present continuous or be going to when we are
talking about plans, arrangements and intentions:
They will be coming to see us next week.

I will be driving to work tomorrow.
7. We often use verbs like would like, plan, want, mean, hope, and expect to talk about the future:
What are you going to do next year? I would like to go to university.

We plan to go to France for our holidays.
George wants to buy a new car.
8. We use modals may, might and could when we are not sure about the future:
I might stay at home tonight or I might go to the cinema.

We could see Mary at the meeting. She sometimes goes.
9. We can use should if we think there is a good chance of something happening:
We should be home in time for tea.

The game should be over by eight o'clock.
The tense of a verb tells us when the action was done. The action can be done in the past, present or
future.
There are three main ways of talking about the future. For example:
I think I will work late tomorrow = future tense
I am working late tomorrow = present continuous tense
I am going to work late tomorrow = ‘going to’ + verb
The future tense
The future tense is made by ‘will’ or ‘shall’ + the verb, as in the example above: ‘I think I will
work late tomorrow.’ (Note that ‘will’ and ‘shall’ are often shortened.) This tense is used to talk
about a prediction or unplanned/uncertain events. For example:
Autumn will soon be here.
It’ll break if you drop it.
What will you do? I don’t know what I’ll do
The present-continuous tense
The present continuous is used when plans are discussed. It’s useful to talk about definite
arrangements in the near future, as in the example above ‘I am working late tomorrow.’ For
example:
What time are you leaving tomorrow? I’m leaving at 8 o’clock.
I’m going out tomorrow.
I’m getting a new car next week.
The use of ‘going to’
‘Going to’ + the verb is used to talk a decision. For example:

What are you going to do this evening?
I’m going to watch a film on TV.
He’s going to play football.
This form can also be used to predict something that there is already evidence of: For example:
I think it’s going to rain.
5.3. Types of Sentences

Sentences may be classified either on the basis of their structures or functions.
Functional classifications of sentences
The English language has four kinds of sentences with function (purpose). These include: declarative,
interrogative, imperative and exclamatory.
a. Declarative sentence
A declarative sentence is a sentence which makes statements or assertions. This type of sentence
makes a statement rather than asking a question or making an exclamation.
Examples:
1. The shelf is filled with books
2. We cannot pump the ocean dry.
3. He takes many hours to prepare.
4. He will not come tonight.
5. The information is factual.
6. They consulted a doctor.
Sentences of such kind that make a statement or assertion are called declarative or assertive
sentences.
Activity
Write three declarative sentences and then compare with your friends work.
1.
2.
3.
b. Interrogative sentences
An interrogative sentence asks a question. These kinds of sentences rise in volume when spoken and
are punctuated with question marks when written, usually the verb comes before the subject of an
interrogative sentence.
Example:
1. Where do you live?
2. How did you enter the room if the door was locked?
3. What was Daniel doing here?
4. Did he take the exam?
5. Are they familiar with the drink?

Activity
Write three interrogative sentences
1.
2.
3.
c. Imperative sentences
Imperative sentences express a request or a command. An imperative sentence usually ends with a
period (.).
Example
1. Be quiet.
2. Have mercy up on us.
3. Stop writing.
4. Fix the projector.
5. Leave me alone.
6. Do not drink alcohol.
7. Let us have a walk.
8. Please help me.
Even if we do not name the person, it is understood that you are talking or writing to someone.
Activity
Write three imperative sentences.
1.
2.
3.
d. Exclamatory sentences
Those sentences which express strong feeling, shock or surprise are exclamatory sentences.
Example
1. How cold the night is!
2. What an amazing film this is!
3. How depressed she looks!
4. Bravo! Well done!
5. What a great teacher he is!
6. How beautiful the campus was!
Activity
Write three exclamatory sentences
1.
2.
3.
Structural Classification of sentences
Structurally, sentences are divided into four categories: simple, compound, complex and compound-
complex.

A. Simple Sentence
A simple sentence is “simple” as long as it remains one clause containing one subject and one
predicate. Either one of these (the subject or predicate) or both can be compound and still be a simple
sentence.
Example: Worku runs.
The above example is a complete sentence. It is a two-word sentence, simple and common in its
structure.
Subject/verb
Worku and his wife run every morning. =compound subject and a predicate.
Abiyu is practicing piano.
I am a first year Economics student in Wcu.
Helen worked quickly and efficiently.
Poverty affects many people in Ethiopia,
Lulit studies in the library.
Alem and Belete take a short cut.
Argaw and Konjit ate bread and coffee.
B. Compound Sentences
A compound sentence has two or more main clauses, each containing a subject and a predicate, each
describing an action complete in itself. The clauses in the compound sentences are joined by
connectives – and, but, or, nor, yet, Or by semi colon (;) or colon (:).
We can also use a conjunctive adverb such as “however, thus, therefore, consequently, indeed,
moreover or furthermore”.
Example:
1. We started on time, but the bus delayed us.
2. Night came on and rain fell heavily and we all got very wet.
3. The heart is a muscle, and it pumps a blood.
4. The artist danced beautifully and the crowd cheered.
5. You can borrow the book or read it in the library.
6. Mishame left but I stayed.
7. The coat dries quickly; there is no much waiting.
8. Man proposes; God disposes.
Activity
Now indentify which of the following groups of words are simple sentences and compound
sentences.
1. She cannot ride a horse.
2. He received your message, sent it at once.
3. Great leaders do not bully their people.
4. My aunt and uncle from Bale visit us every summer.
5. The sign was too small, and many people failed to see it.

C. Complex sentences
A complex sentence consists of one main clause and one or more subordinate or more dependent
clauses.
Example: They rested when evening came.
We can understand that the clause “They rested” makes good sense by itself. Hence, it can stand by
itself as a complete sentence. It is therefore, called main (independent) clause.
The clause “When evening came” cannot stand by itself and does not make sense.
Example: If he wins the battle, he will be crowned.
I agree to your proposals, for I think they are reasonable.
Before Tsehay cut it, she had a long hair.
I like to look for information on internet when I have an assignment.
I went to church in the evening after I had supper.
Although he studied hard, he couldn’t get an ‘A’.
Activity
Identify the main and subordinate clauses in the following sentences.
1. Because it was raining, we cannot go out.
2. He asked why I came.
3. Everything comes if a man works and waits.
4. God saw that the light was good.
5. I know that you will succeed because you are hard working.
D .Compound-complex Sentence
A compound-complex sentence contains two or more main clauses and one or more subordinate
clauses
Examples:
1. The scientist knew that his experiment would succeed, but avoided publicity until the final test
was complete.
2. Because it was hot day, Hanna ordered a cold Pepsi and drank it at once.
3. She is trying to work hard and discussing with the head office though she does not have any
evidence.
4. There was shortage of budget and the president closed the college when the workers shouted.
5. I was working my assignment but my friend refused to do by shouting as if he were my boss.
Activity1
Identify which of the following sentences are complex and which ones are compound-complex.
1. Quarrels would not last long if the faults were only on-one side.
2. Whatever you do, well.
3. Night came on and we all got very wet as the rain fell heavily.
4. Even though I enjoy pastoral beauty, bugs scare me and flowers make sneeze.

Activity 2
Categorize the following sentences as simple, compound, complex or compound-complex.

1. We watched the game and we went for lunch afterwards.
2. The polio vaccine was discovered by Jones Salk and Albert Sabin.
3. He escaped in 1838 to the north where he changed his name to avoid being caught.
4. He went to see a doctor because of his illness.
5. The doctor identified the cause of her sickness.
6. They walked quietly and moved to the bedroom although the baby was awakened.
7. Unlike most slaves, Douglass learned to read and write.
8. You can give the book to me or you can send it with post office if you do not believe them.
9. Worku and his wife run every morning.
10. We started on time but the bus delayed us.
Verb Patterns
Verbs followed by Infinitive or gerund

Verbs followed by infinitive with to
Afford, agree, appear, arrange, need, offer, plan, choose, attempt, aim, beg, care, wait, want, wish,
hesitate, cease, claim, consent, decide, prepare, pretend, promise, volunteer, demand, deserve, fail,
forget, refuse, regret, remember, hope, learn, manage, seem, swear, happen
e.g. I want to earn my own living.
We refuse to believe his story.
Verbs followed by infinitive +object +infinitive with to
Ask, beg, like, expect, hate, love, intend, mean, prefer, want, wish
e.g. They begged us to come.
She asked him to help us.
Verbs followed by object+ infinitive with to
Advise, expect, tell, help, cause, compel, allow, forbid, need, warn, invite, remind, convince, force,
encourage, leave, instruct, urge, hire, persuade, get, order, can’t bear
e.g. He encouraged me to try again.
They urged her to apply for the job.
Verbs followed by object+ infinitive without to (bare infinitive)
See, feel, hear, watch, make, let, had, help
e.g. Sad movies make me cry.
I had my brother carry my books.
To be +present participle
May, might, can, agree, promise, could, must, should, decide, consider, determine, happen, think,
undertake, suppose, seem, pretend,
e.g. He seems to be living in a big town.

You must be joking.
She pretends to be looking for a pen.
Verbs followed by gerund
Enjoy, mind, appreciate, quit, stop, postpone, delay, keep, consider, dislike, prevent, miss, despise,
deny, admit, finish, avoid, forget, recall, tolerate, involve, advise, mention, recommend, regret,
anticipate, discuss, practice, recollect, understand, excuse, dread, suggest, mention, detest, pardon,
tolerate
e.g. I enjoy watching films.
Avoid drinking too much alcohol.
Gerund as object of a preposition
Insist on, advantage of, instead of, complaining of, deciding up on, feel like, forget about, get out of,
give up, prevent from, think of, worry about, think about, suspect of, be accustomed to, depend on,
keep from, tell of, complain about, tell about, capable of, congratulate on, fed up with, believe in,
approve of, argue against, famous for, object to, accuse of, interested in, excited about, charge of, talk
about, care about, confess to, decide against, go on, succeed in, afraid of, excuse/forgive for, be
looking forward to,…etc
e.g. Abebe is in charge of organizing the meeting.
I am accustomed to having a big breakfast.
He is interested in searching a new job.
Verbs followed either by infinitive or gerund
Begin, start, continue, like, love, prefer, hate, can’t stand, neglect, stop
e.g. It began to rain/raining.
I like to go/going to the zoo.
Verbs followed by infinitive/gerund depending on the object
Advise, allow, cause, encourage, permit, teach
e.g. We don’t permit parking here.
They permitted him to park.
Meron advised me to rent an new apartment.
Meron advised renting a new apartment.
My Family
A Childhood Memory
Pre-reading: Answer the following questions before you read the text.
1. Do you have any childhood memory?
2. What made your childhood attractive?
3. Why childhood practices become unforgettable?
While-reading: Answer the following questions while you are reading the text below.
1. Why are memories a vital component of our bodies?
2. What is the importance of childhood memories?
3. What makes childhood memories alive?
4. What did you learn from the memory presented in the passage?
5. The central idea of the text is ____________________________________________________
Work out the meaning of words in bold and determine the references.
vital-
alive
gravely
traumatic
reminding
fondly
aroma
They
It
This
Childhood Memories
Memories are a vital component of our bodies. They shape our personality as all our knowledge and past
experiences are stored there. All of us have memories, both good and bad. You have memories from long
ago and also from recent times. Furthermore, some memories help us get by tough days and make us
cheerful on good days.
Memories are the little things which help in running our lives smoothly. In other words, memories are
irreplaceable and they are very dear to us. They help us learn from our mistakes and make us better. In
my opinion, one’s childhood memories are the dearest to anyone. They help in keeping the child in you
alive. Moreover, it also is a reason for our smiles in between adult life.
Childhood memories are very important in our lives. It makes us remember the best times of our lives.
They shape our thinking and future. When one has good childhood memories, they grow up to be happy
individuals. However, if one has traumatic childhood memories, it affects their adult life gravely.
Thus, we see how childhood memories shape our future. They do not necessarily define us but they surely
play a great role. It is not important that someone with traumatic childhood memories may turn out to be
not well. People get past their traumatic experiences and grow as human beings. But, these memories play
a great role in this process as well.
Most importantly, childhood memories keep the inner child alive. No matter how old we get, there is
always a child within each one of us. He/She comes out at different times.
For instance, some may act like a child on seeing swings; the other may get excited like a child when they
see ice cream. All this happens so because we have our childhood memories reminding us of the times
associated with the things we get excited about. Therefore, childhood memories play a great role in our
lives.

My Childhood Memories
Growing up, I had a very loving family. I had three siblings with whom I used to play a lot. I remember
very fondly the games we use to play. Especially, in the evenings, we used to go out in the park with our
sports equipment. Each day we played different games, for example, football on one day and cricket on
the other. These memories of playing in the park are very dear to me.
Furthermore, I remember clearly the aroma of my grandmother’s pickles. I used to help her whenever
she made pickles. We used to watch her do the magic of combining the oils and spices to make delicious
pickles. Even today, I can sometimes smell her pickles whenever I look back at this memory.
Most importantly, I remember this instance very clearly when we went out for a picnic with my family.
We paid a visit to the zoo and had an incredible day. My mother packed delectable dishes which we ate in
the zoo. My father clicked so many pictures that day. When I look at these pictures, the memory is so
clear, it seems like it happened just yesterday. Thus, my childhood memories are very dear to me and
make me smile when I feel low.
Q.1 Why is Childhood Memories important?
A.1 Childhood memories shape our personality and future. They remind us of the good times and help us
get by on tough days. Moreover, they remind us of past experiences and mistakes which help us improve
ourselves.
Q.2 What can be a common childhood memory for all?
A.2 In my opinion, a childhood memory most of us have in common is the first day of school. Most of us
remember what we felt like on the first day. In addition, our birthdays are also very common childhood
memory that reminds us of gifts and celebrations on that day.
Post-Reading: Tell us your childhood memory to your friend.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
5.4 Speaking: Expressing Opinion

Common phrases
Many phrases are suitable in everyday speech and some types of writing, such as on blogs and
personal websites. You have probably already seen or used some of these phrases:
 I think…
 I believe…
 I feel…
 In my opinion… and
 I would say…

For example, imagine you have your own food website. Today you’re writing or talking about the
world’s best street food. You might say:
In my opinion, Bangkok has the best street food.
Add strength
But suppose you wanted to make the statement stronger. You can do it by adding an adverb or
adjective. For example:
 I really think…
 I strongly believe…
 I truly feel… or
 In my honest opinion…
In addition, giving reasons for your opinion adds strength to the claim. Let’s hear the street food
statement again:
In my honest opinion, Bangkok has the best street food. I have never seen more choices of what to eat
– and everything I’ve tried has been delicious!
Formal phrases
Next, let’s look at a few phrases that are more common in formal situations. You might, for example,
hear one of these at a business meeting or a conference, or in a formal paper:
 From my point of view…
 From my perspective…
 In my view… or
 It seems to me that…
Here’s an example:
In my view, cruise ships should be banned. They produce massive amounts of waste and use the
dirtiest fuel in the world.
Though phrases like “In my view…” are usually more formal than ones like “I think,” there is no rule
for where or when you can use them. It’s often a matter of personal choice.
Asking for opinions
So, imagine you’ve expressed yourself. But what about the opinion of others? Often, when we express
an opinion or suggestion, it’s a good idea to ask other people for theirs. Phrases like these help show
our desire to hear from others:
 What do you think of…?
 What are your thoughts on…?
 How do you feel about…? and
 What’s your opinion on…?
You can use these questions in many kinds of situations. You might ask, for instance:
What’s your opinion on Football Club Barcelona?
How do you feel about the new art director?
What are your thoughts on tonight’s activities?

Agreeing & disagreeing
Finally, let’s talk about agreeing and disagreeing.
Agreeing is the easy part. To show agreement, you can use short, clear statements. Let’s suppose a
friend says, “I think summer is way more fun than winter!” You might show you agree by giving one
of these responses:
 So do I.
 Me too.
 Definitely.
 I agree. or
 I couldn’t agree more.
Note that, “agree” is a verb in English, so be careful not to say, “I am agree” for the
present tense verb.
You can also give reasons for your agreement:
I completely agree! I couldn’t live without beach days and outdoor festivals.
But what if a person says something you disagree with?
With close friends or family, we can use informal, direct phrases to say we disagree. You might say
something like:
 I disagree!
 I don’t agree. or
 Yeah, but…
Here’s how that sounds:
Yeah, but winter has just as many fun things to do. You just have to dress warmly.
At other times, such as in discussions of more serious subjects, or in professional situations, these
phrases can be too direct.
Suppose people at work or school are sharing opinions about politics or religious beliefs or something
equally sensitive. For such times, your language should be more polite.
So, instead of saying “I totally disagree!” or “You’re wrong!” you might say one of these:
 I’m not sure I agree with you on…
 I’m sorry but I don’t agree. or
 I’m afraid I disagree.
Another common way to disagree politely is to tell the person you respect their opinion before sharing
your own. Try phrases like these:
 I see what you’re saying but…
 You have a point there but… or
 I understand where you’re coming from but…
Listen to a short exchange:
We’re paying sky-high rents and other costs. Our business would save a lot of money by changing
cities.

I see what you’re saying but, in my view, now is not the right time to leave Los Angeles. The city offers
too many incentives.
Final thoughts
You’ve probably observed that, in real life, many people state opinions without using an opening
phrase. They might just say, “Summer is better than winter,” for example. Though this is acceptable
with friends or family or for lighter subjects, avoid doing this in professional situations or for heavier
subjects.
Wow, that was a lot of information, wasn’t it!? The good news is that you don’t need to memorize
it. In my opinion, you should choose only a few phrases that feel most natural to you and practice them
whenever you can.
I’m Alice Bryant.
Alice Bryant wrote this story for Learning English. Kelly Jean Kelly was the editor.
5.5 Writing: A Formal Letter
Formal Letters
Formal letters are used in communication between people or companies and are written in order to
conduct some sort of business. Current students may be also engaged in some basic forms of business
communication. For example, you might write to convey somebody specific information, make an
arrangement, thank someone for a service or apply for a job. Formal letters differ from informal
(personal) ones exchanged by friends in both their layout and con-tent.
Writing a formal letter takes planning. First of all, you must analyse your audience and deter-mine
your purpose. Formal letters can be challenging to write, because you have to consider how to get your
reader’s attention which is a tough job.
If you want to write a letter that is professional in appearance and in content you should know the
format of formal letters.
Format: In general, it is written in one of the following styles:
In block style, double space is used b/n paragraphs. There is no indentation in this case. But in semi-
block style, no need for the use of double space b/n paragraphs. Instead, indentation is used. It is a
hand-written business letters that usually follow the semi-block style.
Business Letter Writing Tips
1. Limit them to one page: By definition, business letter should be short and to the point,
preferably to one page in length. Studies have found that busy business people do not like to
read beyond the first page, and will actually delay reading longer letters.
2. Regulate technical details to attachments: often it is necessary to include detailed technical
information as part of business letter package. In such case, use the main letter as a cover letter
that lists and briefly explain the attached or enclosed documents.
3. Keep them formal and factual: Generally speaking, the tone and the content of business
letters should be formal and factual. Feeling and emotions do not have a place in business
letters.
4. Carefully plan your letter: Before writing the letter, take a few minutes to list all of the
specific points you need to cover. Sometimes it may even mean a call to a recipient or his/her
company to confirm a specific point. Remember, the purpose of the letter is to tie up all of the
details on the subject at hand, so that more letters will not have to be written back and forth.
5. Be customer friendly: When writing directly to customers, always focus on their needs and
their perspective. Everyone can do this, since we are all customers of some other business in
some parts of our life.
6. Use non-discriminatory language: Make sure that you avoid language that is specific to
gender, race, or religion in all business letters, either to other business, or to customers. For
example, use work force instead of manpower or chairperson rather than chair man. Most style
guides contain lists of offensive terms and some suggested substitute.
Parts of the Business Letter

1. The Heading: gives a) the complete address of the writer
b) the date
2. The Inside Address is the same as the address used on the envelope, except that on the
envelope-the city and the country should be written on separate lines.
3. Salutations: Commonly used in business letters include:
My dear (Ato Belay)
Dear Woizero
Dear sir/sirs
Dear Madam
Gentlemen should be used in addressing a firm if one is writing to no specific person: Dear Madam is
commonly used for either a single or married woman, or Mesdames or ladies may be used when plural
form is needed.
NB. Note that a colon follows the salutation
4. The Body of a business letter should be as brief as cleanness and courtesy permit. In semi-
block style, the paragraphs usually are indented in five characters.
5. Typical Complementary Closes include:
Yours Truly,
Very truly yours,
Sincerely yours,
Cordially yours,
Sincerely,
Respectfully yours,
It is usually reserved for letters to dignitaries of high rank, although it is good usage for young people
who are writing to adults.
6. The Signature (The Subscription) is the writer’s legal signature in his own handwriting.
If the is typed, his name and his position if necessary, are typed below the signature.

Types of Business Letters
All business letters can be classified according to their purpose of the message they carry. Thus, the
most common ones are the following:
i. Order Letter
ii. Letter of Complaint
iii. Letter of Request (Inquiry)
iv. Application Letter
v. Letter of Apology
vi. Letter of Credit
vii. Letter of Sales
General Guides for Writing Business Letters
i. Write as correctly as you know to get to the point quickly
ii. State definitely what you are writing about. Be sure to include all information that the recipient
of your letter will need in replying.
iii. Express yourself simply and clearly.
iv. Always be courteously.
Sample Letter of Compliant

Kebele 03
Wachemo University,
Hossana
April 3, 2014
Addis Business Centre
Kebele 05 Arada Sub-city,
Addis Ababa
Gentlemen,
On December 10, we ordered from your set of plastic football hamlets advertised package, in
your fall catalogue.
The hamlets arrived yesterday. However, only five hamlets were in the package, although on the
invoice we have been charged for six.
We shall appreciate your attention to the matter. If possible, we should like you to ship us in the
missing helmet immediately.
Yours truly,
Birhanu Lachebo
Wachemo University

Sample Application Letter
Kebele 03
Kefitegna 2, Bahir Dar
Sene 2, 2015
The Employment Office
Ethiopian Airlines
Addis Ababa
Dear sir/madam,
I was interested to read in your magazine, ‘Selamta’, that you require air hostesses. I am nineteen
years old and I am at present attending in the Comprehensive High School at Bahir Dar. I wish to
apply as air hostess and am free to attend for interview on any day except Mondays and Fridays.
The principal my present school Ato Belay has kindly agreed to send information about me if
you require it.
Your faithfully
Ababech Tilahun
Write one formal letter including all the components.

UNIT 6: United Nations
6.1 Listening Skills: A Lecture on the UN
Pre-listening: Answer the following questions ahead of listening the text.

1. What is UN?
2. Where is the head office of UN?
3. Who is the president of UN now?
4. Why UN was established first?
While reading: Complete the following text with suitable words while listening to the text.
The United Nations is part of the__________ UN system, which includes an __________ network of
institutions and entities. Central to the organization are five principal organs ______________by the
UN Charter: the General Assembly (UNGA), the Security Council (UNSC), the Economic and Social
Council (ECOSOC), the International Court of Justice (ICJ) and the UN Secretariat. A sixth principal
organ, the Trusteeship Council, _________operations on 1 November 1994, upon the __________
of Palau, the last remaining UN trustee territory.
Four of the five __________organs are located at the main UN Headquarters in New York City, while
the ICJ is seated in The Hague. Most other major agencies are based in the UN offices at
Geneva, Vienna, and Nairobi; __________ UN institutions are located throughout the world. The
six official languages of the UN, used in ______________ meetings and documents,
are Arabic, Chinese, English, French, Russian, and Spanish. On the __________ of the Convention on
the Privileges and Immunities of the United Nations, the UN and its agencies are _________ from the
laws of the countries where they operate, safeguarding the UN's __________ with regard to host and
member countries.
Post-listening: Write a paragraph on the organs included in UN and their roles.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
6.2 Speaking: Present about UN to your friend.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
___________________________________________________________.

Pre-reading: Answer the following questions

1. Have you ever heard of UN before?
2. What are the supports provided by UN?
3. List down organizations, which work on peace.
While-reading Questions: Answer the following questions according to the passage below.
1. What are the purposes of UN?
2. Where are the head quarter and main offices?
3. When was UN established and by whom?
4. Why the parties wanted to work on peace and human rights?
5. List down the principal organs of UN.
6. Who is the chief administrative officer of UN now?
7. What is the theme of the passage?
Determine the meanings of the following underlined terms in the passage.
 maintain-
 ineffective-
 primarily-
 multitude-
 voluntary-
 biased-
Work out the replacement of the following references.
 Its-
 his-
 others-
United Nations (UN)

The United Nations (UN) is an intergovernmental organization whose stated purposes are to
maintain international peace and security, develop friendly relations among nations, achieve
international cooperation, and be a centre for harmonizing the actions of nations. It is the world's
largest and most familiar international organization. The UN is headquartered on international
territory in New York City, and has other main offices in Geneva, Nairobi, Vienna, and The
Hague (home to the International Court of Justice).
The UN was established after World War II with the aim of preventing future world wars, succeeding
the League of Nations, which was characterized as ineffective. On 25 April 1945, 50 governments met
in San Francisco for a conference and started drafting the UN Charter, which was adopted on 25 June
1945 and took effect on 24 October 1945, when the UN began operations. Pursuant to the Charter, the
organization's objectives include maintaining international peace and security, protecting human
rights, delivering humanitarian aid, promoting sustainable development, and upholding international

law. At its founding, the UN had 51 member states; with the addition of South Sudan in 2011,
membership is now 193, representing almost all of the world's sovereign states.
The organization's mission to preserve world peace was complicated in its early decades by the Cold
War between the United States and Soviet Union and their respective allies. Its missions have
consisted primarily of unarmed military observers and lightly armed troops with primarily
monitoring, reporting and confidence-building roles. UN membership grew significantly following
widespread decolonization beginning in the 1960s. Since then, 80 former colonies have gained
independence, including 11 trust territories that had been monitored by the Trusteeship Council. By
the 1970s, the UN's budget for economic and social development programmes far outstripped its
spending on peacekeeping. After the end of the Cold War, the UN shifted and expanded its field
operations, undertaking a wide variety of complex tasks.
The UN has six principal organs: the General Assembly; the Security Council; the Economic and
Social Council (ECOSOC); the Trusteeship Council; the International Court of Justice; and the UN
Secretariat. The UN System includes a multitude of specialized agencies, funds and programmes such
as the World Bank Group, the World Health Organization, the World Food Programme, UNESCO,
and UNICEF. Additionally, non-governmental organizations may be granted consultative status with
ECOSOC and other agencies to participate in the UN's work.
The UN's chief administrative officer is the secretary-general, currently Portuguese politician and
diplomat António Guterres, who began his first five year-term on 1 January 2017 and was re-elected
on 8 June 2021. The organization is financed by assessed and voluntary contributions from its
member states.
The UN, its officers, and its agencies have won many Nobel Peace Prizes, though other evaluations of
its effectiveness have been mixed. Some commentators believe the organization to be an important
force for peace and human development, while others have called it ineffective, biased, or corrupt.
Post-reading: Tell us about one of the organizations in Ethiopia showing its acronyms.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Acronyms
An acronym is a word created by combining the first letter or syllable of each word in a phrase
to create a new, single word. Here are a few examples of popular acronyms: FOMO: fear of missing
out. GIF: graphics interchange format. PIN: personal identification number.
Acronyms show up in formal writing and informal writing, so recognizing acronyms examples is
helpful.

Acronyms are new words you create when you use the first letters of each word in a phrase or a list.
Combining the letters gives you a pronounceable word that other English readers and listeners
understand.
Acronyms are a shorthand abbreviation that, over time, become part of everyday language. To
understand how this works, consider some common acronyms examples in the English language.
There are four main types of abbreviation, and the way that we write, punctuate and pronounce
any abbreviation depends largely on its type:
 shortening. continued → cont.
 contraction. Doctor → Dr.
 initialism. British Broadcasting Corporation → BBC.
 acronym. subscriber identification module → sim.
Activity: Determine the replacement of the following acronyms.
 NATO-
 UNICEF-
 FBI-
 BPR-
 NASA-
 WHO-
 UNHCR-
 IMF-
 AI-
 ISO-
6.4 Grammar: Expressing Purpose

TO
We use "to" to say why we do something. 'to + verb'
I'm going there to see my sister.
We left early to catch the 6.30 train.
FOR
I’m going for some breakfast. I’m really hungry.
I wear these old trousers for painting.
The red button is for turning the machine off.
IN ORDER TO
John trained every day in order to improve his performance.
He came home early in order to see the kids before they went to bed.
To form the negative, we prefer “in order not to” rather than “not to”.
In order not to oversleep, I set the alarm for seven o’clock.
SO AS TO
I always keep fruit in the fridge so as to keep flies off it.
He did not switch on the light so as not to disturb her.
SO THAT/IN ORDER THAT
I’ll go by car so that I can take more luggage.
Regular checks are required in order that safety standards are maintained.
IN ORDER FOR
We use in order for before a noun or pronoun. It means to make it possible for someone or
something to be or do something.
In order for us to win, we’ll all have to try a little harder.
These job cuts are necessary in order for the company to remain competitive.
We use "for" to talk about a purpose or a reason for sth:
We use "so that" and "in order that" to talk about purpose. We often use them with modal verbs (can,
would, will, etc.). "So that" is far more common than "in order that", and "in order that" is more
formal:
We use "in order to" with an infinitive form of a verb to express the purpose of something.
We also use "so as to" with an infinitive form of a verb to express the purpose of something."So as to"
is more formal than in order to.=
You may remember our earlier reports on infinitives and gerunds. The infinitive form of a verb can be
either its most basic form or appear with the word to. A gerund is a verb that ends in –ing and acts as a
noun.
Today, we learn that these forms can help us express the purpose for an action.
to + infinitive
Let's start with infinitives of purpose. Imagine you want to answer the question, "Why do you do
that?"
For example, let's say you hear some friends talking:
Why do you listen to that podcast?
I do it to improve my listening skills.
When we express purpose with an infinitive, we are telling someone why we do an action.
But, often, when we answer a question, we don't answer in a complete sentence. Let's listen to this
example.
Why do you listen to that podcast?
To improve my listening skills
This exchange shows that the verb phrase of purpose does not always appear with a subject.
in order to + infinitive
A more formal way to express purpose is by using in order to plus the infinitive form of the verb.
Listen to this example:
I listen to the podcast in order to improve my listening skills.
You have probably never used the phrase in order to. We generally avoid in spoken English; it sounds
too formal. There are exceptions, such as in public speaking in academic, political or professional
settings.
for + verb + ing

By now you may be wondering, "But what about the word 'for'? Doesn't that word also express
purpose?"
The answer is yes.
Sometimes, the word for describes the purpose of a thing or answers the question "What is this thing
(used) for?" In this case, for is followed by a gerund, or the –ing form of a verb. Remember that a
gerund acts as a noun.
For example, you might be giving advice on how to keep a garden. Or, you might be demonstrating
the use of a gardening tool. Listen:
This tool is for weeding.
Here, the word for is followed by the gerund weeding.
Or, maybe you are responding to a question about what the tool is used for. Listen:
What is this tool (used) for?
It's for weeding.
When the subject of the sentence is a person or people, you can use the infinitive or for plus the
gerund. Listen to these examples:
I use this tool for weeding.
I use this tool to weed the garden.
In these sentences, the subject is "I," or a person.
When the subject is a person, and we choose the infinitive to describe what we use something for, we
generally include the object of the verb phrase. In this sentence, the verb phrase is to weed the garden.
The object of the verb phrase is the garden.
for + object
We can also use for to express purpose without the need for the gerund.
For plus the object is a form we use when we want to say that we went, are going, or will go to a place
for the purpose of getting, taking, or doing something. Because for is a preposition, it must be
followed by a noun. Listen:
What did you do last weekend?
I drove to the mountains.
Why?
I went there for some fresh air.
In this sentence, the word for tells us why you went to the mountains: you wanted some fresh air.
Notice that the object fresh air appears immediately after the word for.
We can express this same meaning using to and an infinitive. Listen:
I went to the mountains to get some fresh air.
Notice that the infinitive verb here is also followed by the object fresh air.
Let's listen to a couple talk about dinner:
I'm too tired to cook tonight.
Let's go out for Japanese food.
The second speaker is suggesting that they go to a Japanese restaurant because the first speaker is too
tired to cook.

Here are some tips to help you remember how to use expressions of purpose.
Tip #1
Avoid putting the word for before an infinitive of purpose. Listen to three examples. Only one is
correct. Do you know which it is?
One - I download podcasts every day for to practice my listening skills.
Two - I download podcasts every day to practice my listening skills.
Three - I download podcasts every day for practice my listening skills.
Write your answer in the comments section.
Tip #2
Avoid using the word to before a gerund. Choose the correct sentence of these three examples:
One - This tool is to weeding the garden.
Two - This tool is for weeding the garden.
Three- his tool is for weeding the garden.
Write your answer in the comments section.
That's all for today. We hope you will come back next week to learn more Everyday Grammar!
I'm Jill Robbins. I'm Alice Bryant. And I'm Phil Dierking.
Modals of Possibility and Certainty: MAY , MIGHT , COULD , MUST / CAN'T , etc.
A) In General
• The usual restrictions on the use of modals remain valid: They cannot be used with the will-future,
they have no infinitive, no to-infinitive, no -ing form, and no past participle. Neither do the ones dealt
with here, in these meanings, have a past form.
• There can only be one modal in a verb group. For the purposes of questions and negations, the modal
auxiliary is “the” auxiliary.
• We may use modals of possibility and certainty to talk about the future, and sometimes MAY,
MIGHT and COULD can be used indiscriminately: “It may / might / could rain later.”
• We may use a continuous form after all of these: “Jack may/might/could/must/can't be playing
squash right now.”
• For possibility and certainty in the past (may have done etc.), consult this paper.1
Combinations with other modals,
Perfect Tenses,
All uses of the -ing form,
To-infinitive.
Paraphrases
(LIKELY, POSSIBLE, PERHAPS...)
B) MAY , MIGHT , and COULD
• MIGHT tends to be a bit more tentative than MAY, but both indicate rather probability than
possibility: The speaker wishes to express that something is likely.
• COULD often means that something is possible but unlikely.
• Consider:

◦ Someone's knocked the door. It may / might be the postman.
( = Perhaps it's the postman.)
◦ We may / might go out tomorrow night. ( = Perhaps we'll go out.)
◦ It could be true, I suppose. ( = Possibly it's not a lie.)
◦ You could win a million quid! ( = It is possible for you to win that money.)
C) MAY , MIGHT , and COULD in the Negative
• MIGHT NOT and COULD NOT may be contracted, but this is never done with MAY NOT
-just try it, and you will see why.
• MIGHT NOT and MAY NOT mean that it is possible that something is not the case, while
COULD NOT means that something is impossible.
• Consider:
◦ Dave may not get the job.
( = It is possible that he won't get the job.)
◦ We still might not lose the match.
( = It's unlikely but possible for us to win.)
◦ Jane is afraid of heights – she couldn't climb the roof.
( = It's impossible for her...)
◦ I'm totally unfit – I couldn't run a marathon.
( = It's impossible for me...)
D) MUST and CAN'T
• MUST and CAN'T are opposites. Both indicate certainty, but while MUST means that we are
certain that something is true, CAN'T expresses our conviction that something is impossible.
• Consider:
◦ She isn't answering the phone – she must be out.
( = I'm certain she is out.)
◦ You've had a long journey – you must be tired.
( = I'm certain you're tired.)
◦ Nick can't be in Scotland – I saw him
this morning.
( = It's impossible for him to be there.)
◦ Life can't be easy if you have to spend it in a wheelchair.
( = It's impossible for life to be easy...)
E) Exercises
Fill in the gaps with the correct modal of possibility and certainty, using the verb in
brackets. Sometimes, you may have to use the continuous, and some gaps permit more than
one solution.
1. A: Where's Natasha? I haven't seen her all day.
B: She might be (BE) in the music room. She may be practicing (PRACTISE) for the concert
tomorrow.
A: No, she can't be (BE) – we'd hear her, wouldn't we?

B: Well, so she must be (BE) at the conservatory already.
A: Yeah, I guess.
2. I'm not sure, but it __________________ (RAIN) later on.
3. What are you saying? You __________________ (BE) serious about that!
4. It __________________ (BE) wonderful to be gliding down to earth on a parachute.
5. Dave __________________ (WORK) as a taxi driver – he can't drive.
6. Dan just __________________ (WIN) the match – he's really good at chess.
7. Jenny __________________ (BE) in the office – I can't reach her at home.
8. A: What are you doing tonight?
B: I'm not sure, but I __________________ (GO) to the cinema with Jim.
9. How can you work with that noise? If I were you, I __________________ (CONCENTRATE)
like this!
10. We'll have to get more glasses for the party – we __________________ (HAVE) enough.
11. We __________________ (GO) to Egypt in summer, but we're not sure yet.
12. Don't just drop by tomorrow, but call beforehand – I __________________ (BE) in.
13. What did you do that for? You __________________ (BE) out of your mind!
6.5 Writing a Report
This part highlights common features in written reports and makes recommendations for clear
presentation and a conventional format. What is a report? A report is a more highly structured form of
writing than an essay, and is designed so that it can be read quickly and accurately; though reports are
not necessarily read from beginning to end. Structure and convention in written reports stress the
process by which the information was gathered as much as the information itself. Reports should be
organized for the convenience of the intended reader. Reports are written on a wide range of subjects
for a wide variety of reasons. Before writing any report you should identify the objective and the
preferred conventions of structure and presentation. This is as true for reports you write at university
as it is for reports written in employment. All reports attempt to communicate findings for one reason
or another, whether to inform decision makers, change public opinion or maintain a record of
development. Whenever you write a report you must bear in mind why you are writing and who you
are writing for. All reports have an intended reader. Put yourself in his/her position. What does he/she
need to know?
Stages in report writing
The following stages are involved in writing a report:
 Planning your work;
 Collecting your information;
 Organizing and structuring your information;
 Writing the first draft;
 Checking and re-drafting.

Draw up an outline structure for your report and set the work within a sensible time scale for
completion by the given deadline. One common structure is based on the 4 P’s: position, problem,
possibilities, proposal. This means you outline the current position, describe the problem, examine the
range of possibilities and decide on a proposal (Hemingway, 1993). Some of the most time-consuming
parts of the process are collecting and selecting your information, and checking and revising your
report. Clarify your terms of reference – what brief are you working to?
 Decide on the main sections of your report – what instructions have you been given?
 Structuring your report
Check with your tutor to find out what your report should include and how it should be presented. The
following elements are however common to many reports:
• Title page This should include the title of the report (which should give a precise indication of the
subject matter), the author(s)’s name(s), module, and the date.
• Acknowledgements: You should acknowledge any help you have received in collecting the
information for the report, for example from staff in your department, support services or external
companies.
• Contents: You should list all the main sections of the report in sequence with the page numbers they
begin on. If there are charts, diagrams or tables included in your report, these should be listed
separately under a title such as ‘List of Illustrations’ together with the page numbers on which they
appear.
• Abstract or executive summary: This should be a short paragraph summarising the main contents
of the report. It should include a short statement of the main task, the methods used, conclusions
reached and any recommendations made. The abstract or summary should be concise, informative and
independent of the report. The summary may have more than one purpose: it reminds the reader what
they have read but it is also useful to busy managers or professors who may not always read the full
report. Write this section after you have written the main body of the report.
• Introduction: This should give the context and scope of the report and should include your terms of
reference (what have you been asked to find out?) State your objectives clearly, define the limits of the
report, outline the method of enquiry, give a brief general background to the subject of the report e.g.
the company or procedure, and indicate the proposed development.
• Methodology: In this section you should state how you carried out your enquiry. What form did
your enquiry take? Did you carry out interviews or questionnaires, how did you collect your data?
What measurements did you make? How did you choose the subjects for your interviews?
• Results or findings: Present your findings in as simple a way as possible. The more complicated the
information looks, the more difficult it will be to interpret. Graphs, charts and diagrams help your
reader identify key results and will break the flow of written text.
• Discussion: This is the section where you analyse and interpret your results drawing from the
information which you have collected, explaining its significance. Identify important issues and

suggest explanations for your findings. Outline any problems encountered and try and present a
balanced view. • Conclusions and recommendations This is the section of the report which draws
together the main issues. It should be expressed clearly and should not present any new information.
You may wish to list your recommendations in a separate section or include them with the
conclusions.
• References: It is important that you give precise and accurate details of all the work by other authors
which has been referred to within the report. References are normally listed in alphabetical order by
the authors' names or in numerical order. Check your Department handbook to find out what
referencing format is required by your Department. Appendices An appendix contains additional
related information which is not essential to read but can be consulted if the reader wishes. However,
the interpretation of the report should not depend on this being read. You could include details of
interview questions, statistical data, a glossary of terms, or other such information.
Presentation
Your report should be easy to read. What are the requirements for your module?
• Paragraphs should be short and concise. They should be spaced apart.
• Avoid rambling by using short sentences.
• Avoid using unnecessary jargon and unexplained abbreviations.
• List your standard measurements, units and technical terminology in a glossary at the end.
• Headings should be clear – highlighted in bold or underlined.
• Label graphs, pictures or drawings as 'Figures', e.g. Figure 1, Figure 2 etc. • Tables of information
should be labelled separately, e.g. Table 1, Table 2 etc. Style of writing Keep it simple. Avoid
sentences that are too long and eliminate unnecessary jargon. Your tutor will be able to advise whether
the report should be written in the ‘active’ or ‘passive’ voice. The active voice reads as follows: ‘I
recommend ...’ The passive voice reads: ‘It is recommended that ...’ The active voice allows you to
write short, punchy sentences. The passive appears more formal and considered and is more suitable
for academic writing. Avoid mixing the two voices. In which voice will you be expected to write?
Layout Most reports have a progressive numbering system. The main sections are given single
numbers - 1, 2, 3 and so on. Subsections are given a decimal number- 1.1, 1.2, 1.3 etc. Subsections can
be further divided- 1.1.1, 1.1.2, 1.1.3, 1.2.1, 1.2.2 etc.

References
Brown H.D.(2001). Teaching By Principles: An Interactive Approach to Language

Pedagogy. San Francisco: San Francisco State University.
Brown S.(2006). Teaching Listening .Cambridge, Cambridge University Press.
Murphy R. (2019). English Grammar in use( fifth Edition) .Cambridge:
Cambridge University Press & Assessment.
English for Ethiopia. Grade 9 Student Textbook Federal Democratic Republic of Ethiopia Ministry of
Education 2003.
Education 2003.
Education 2003.
Education 2003.
Tibbitts E.L. (1976). Exercises in Reading Comprehension. Longman, London.

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WACHEMO UNIVERSITY

COLLEGE OF SOCIAL SCIENCES AND HUMANITIES

DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE

FOR PRE-UNIVERSITY REMEDIAL PROGRAM FOR THE 2014

E.C. ESSLCE EXAMINEES

Total Credit Hours: 96 hrs.

1. Dr. Mesfin Mathewos (PhD)

2. Mr. Tamirat Hailemariam (MA)

ii | P a g e WCU, CSSH, DELL English Module for Remedial Class

iv | P a g e WCU, CSSH, DELL English Module for Remedial Class

 Uses of simple present tense

2. Express general truth or scientific facts

1.1.2. Present progressive tense

Uses of present continuous tense

1.1.3. Present perfect tense

Use of present perfect tense

1.1.4. Simple Future tense

 ‘Will’ is sometimes used to express willingness.

1.1.5.1. Regular verbs

1.1.5.2. Irregular verbs

Base Simple Past Past Participle fight fought fought

1.1.6.1. Wh- questions

Question words for “wh-” questions

Verb Tense Direct Question Indirect Question

Can you tell me what you were doing at

Future simple with

'Wh' questions for tenses with 'do / does / did':

Present simple with any verb

1.1.6.2. Yes/No questions

Verb Tense Direct Question Indirect Question

Present Can you tell me if the restaurant is closing

Can you tell me if you were watching TV

Can you tell me if Lucy has been to

10 | P a g e WCU, CSSH, DELL English Module for Remedial Class

Can you tell me if he will have been

1.1.6.3. Tag questions

1.2. Reading Comprehension

1.2.1. Reading for details

13 | P a g e WCU, CSSH, DELL English Module for Remedial Class

B. Discuss the following questions with a partner.

1.2.2. Vocabulary in context

14 | P a g e WCU, CSSH, DELL English Module for Remedial Class

Part I: What I like doing in my free time

A. You are going to talk about your favorite free-time activity.

Part II: Classroom survey

15 | P a g e WCU, CSSH, DELL English Module for Remedial Class

2. When everyone is ready, you can begin the class discussion.

16 | P a g e WCU, CSSH, DELL English Module for Remedial Class

Part I: Keeping a diary

Monday Went to visit my cousin Halima.

1. On which day did Moges play football?

17 | P a g e WCU, CSSH, DELL English Module for Remedial Class

B. Choose the correct option to complete the sentences.

1. Where the students? A. am b. is c. are

19 | P a g e WCU, CSSH, DELL English Module for Remedial Class

2.1. Listening Skills: The Story of an Orphan

Use of simple past tense

20 | P a g e WCU, CSSH, DELL English Module for Remedial Class

Use of past continuous tense

B. Past continuous and past simple

Uses of past perfect tense

21 | P a g e WCU, CSSH, DELL English Module for Remedial Class

2.2.4. Conditional sentences