English for Ethiopia Grade 7 Teachers Guide

English for Ethiopia

Grade 7
Teacher’s Guide

Adapters :

Anteneh Tsegaye (PhD)

Sameson Mekonnen (PhD)

Editors:

Kenenisa Beressa (MA)

Illustrator:

Buzayehu Girma

Designer:

Tadesse Dinku

Evaluator:

Barnabas Debelo

Oromia Education Bureau

 English for Ethiopia Grade 7 Teachers Guide

Acknowledgments

This newly prepared English Curricular Materials for Grade 1 to 8 were prepared by the Ministry of
Education of the FDRE on the behalf of educational bureaus of regional states in Ethiopia to own
common national minimum learning competencies in English as a foreign language for Ethiopian
school children and share similar elementary school English language syllabi and a common English
language pedagogical approach and methodological principles and techniques to address core
national priorities and meet requirements of English for Ethiopia. Given the mandate of Oromia
Education Bureau ( OEB) in managing and administering the curricular and instructional matters of
primary school structure in the regional state, the Bureau adapted the nationally prepared English
curricular materials to meet the contextual and cultural background of students in Oromia with focus
on inclusiveness, sensitivity to diversity and instructional friendliness to promote active learning and
easy students’ engagements in activities designed. In sum, the purpose of the adaptation of the
nationally prepared English curricular materials at Oromia Education Bureau is to excel instructional
effectiveness and make students’ learning participatory through contextualizing contents and
activities close to students’ experience while meeting national minimum learning competencies and
syllabi requirements in teaching English at Elementary schools in Ethiopia. First, Oromia Educational
Bureau sincerely acknowledges the efforts of the Ministry of Education of the FDRE and the four
center of excellence of higher education institutions in preparing the English curricular materials at
the national level and provides the documents for adaptations at regional levels. More specifically,
OEB appreciates the efforts of those involved in writing the curricular documents, validating the
materials and managing the whole process in designing, production and making the students’ book
and teacher’s guide ready for the adaptation process. It is also significant to specifically mention the
endeavor of Hawassa University in coordinating and managing the rigorous and challenging tasks in
making the production of the materials and deliverable to Oromia Educational Bureau. The Bureau
appreciates the professional commitments of all involved in the production of English curricular
materials and the validation processes at national level. Second, OEB also strongly recognizes ELT
professionals who adapted the prepared English Curricular Materials to fit the learning situations of
students in Oromia by contextualizing contents and activities while keeping the national minimum
learning competencies and syllabi requirements in very short schedule and difficult times. Each grade
level materials adaptors and language editors did a significant work to make the adaptations of the
materials a reality while executing their regular institutional commitments. OEB gives credit to these
professionals for their kindness for the children of Oromia to excel in their educational initiatives.
More interestingly, these professionals adapted the materials with full commitments and often as if
they were a full time employees and with command from the Bureau in difficult and urgent times
without complaints. Also, the Bureau appreciates materials designers and illustrators who were
professionally engaged and personally committed to make the materials ready for teachers and
students. Finally, OEB recognizes the efforts of its coordinating team and facilitating personnel for
the success of making these materials available for the children and teachers in Oromia schools.

Copyright 2022 © OEB/Oromia Education Bureau/

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 English for Ethiopia Grade 7 Teachers Guide

Table of Contents
INTRODUCTION ........................................................................................ iv

UNIT ONE: LIFE IN THE COUNTRYSIDE .................................................. 1

UNIT TWO: THE USE OF CALENDAR ..................................................... 15

UNIT THREE: ROAD SAFETY .................................................................. 25

UNIT FOUR: ENDEMIC ANIMALS IN ETHIOPIA.................................... 33

UNIT FIVE: DAIRY.................................................................................... 42

UNIT SIX: LAND CONSERVATION ......................................................... 53

UNIT SEVEN: VOLUNTEERISM............................................................... 69

UNIT EIGHT: FITNESS.............................................................................. 84

UNIT NINE: SELF-EXPRESSIONS ............................................................ 99

UNIT TEN: COMPUTER DEVELOPMENT.............................................. 113

Syllabus ……………….………………………………………….……………129

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 English for Ethiopia Grade 7 Teachers Guide

Introduction
English for Ethiopia grade 7 students’ textbook has 10 units which comprises of both macro and micro

language skills. The material commences with listening, and followed by speaking, pronunciation, reading,

vocabulary, grammar and reading sections. Each unit is supposed to be covered in 20 periods corresponding

20 lessons. At the beginning of the textbook, the unit’s objectives are briefly stated which are prepared in line

with the syllabus stating the minimum learning competencies expected of grade 7 stude nts. Hence, there is a

need to assess if students achieve or develop the skills to fulfill at least the minimum learning competencies as

they are supposed to go beyond this threshold level. The listening texts are here in the teacher’s guide and you

are supposed to read to students after you let them to work the pre-listening activities every time you have

listening periods and then read the passages to them. However, after pre-reading questions, give students some

time (3 to 5 minutes) to read the questions found in the textbook to have some understanding about the nature

/type questions and of responses expected of them. Then, read the text two times. In the first listening,

encourage students to listen attentively to understand the gist of the story/general idea or central idea of the

story and in the second listening, let them to write responses to the while reading or listening comprehension

questions. Give them some time to share their responses with their partners to check their answers. Then, make

a whole class discussion on the correct answers before you move on the next post-listening activities that help

students relate what they have learned or listened to their own similar experiences so as to assimilate the idea

in-depth. This activity leads to production skills: speaking and writing. To master these basic language skills

and other competencies such as critical thinking, problem solving, creative thinking, innovation, collaboration,

communication and other related competencies you as a teacher focus on adding your own creativity to the

ones presented in the textbook to address the diversified needs of students in the classroom. As much as

possible, make the class enjoyable for all students regardless of any differences (such as capabilities,

disabilities, language, readiness level, sex, age, culture etc.) that they have to cater their specific needs in the

inclusive classroom to promote diverse skills, indigenous knowledge using learnercentered approach. It has

been evidenced in different studies that teachers usually focus on the average learners, but all (gifted,

academically poor and those having special needs) should also have the right to be treated equally. Thus, first,

try to identify your students’ first through observation or by 2 asking oral and written questions and try to

modify activities to fit for them. If the activities are beyond some students’ level of competency, present them

in a simplified form. If they are very easy for a few gifted students, enrich the activities in order not to let these

students idle and always supportive of others in the classroom. They should get something from each not to be

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bored. Therefore, the activities can be adjusted in a way that suits to visual, auditory, kinesthetic or

interpersonal or intrapersonal etc. learners need. Hence, your scaffolding should also be varied and encourage

collaboration in the classroom so that academically better students can support their low achieving classmates.

For special needs students, the book writers suggest that it is good if you assist them to address their needs just

like the rest of the students in the class. For example, the adjustment could be substituting reading and listening

activities with speaking and writing for the deaf students .Also, identify those having hard of hearing problems

to let them to sit in the front. In this teacher’s guide of grade 7 English textbook, the listening texts of the 10

units, the procedures you follow, methods of delivery and assessment mechanisms for all the macro and micro

skills as well as possible responses for each activity are presented. You can give different assessments and

homework and in some units, some areas are suggested.

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 English for Ethiopia Grade 7 Teachers Guide

UNIT ONE

LIFE IN THE COUNTRYSIDE

SECTION ONE: LISTENING

LESSON 1

Pre-listening

The purpose of pre-listening is to elicit as much information as possible from the students.
Therefore, please encourage them to talk in English and to share experiences. Here, pre-teach
the following key words before you read the story.

Teach the following key words

Countryside/rural area

Fed up- bored

Trip- journey or long walk

Bullock(s)- a male domestic bovine animal that has been castrated and is raised for beef.

Fence- a barrier, railing, or other upright structure, typically of wood or wire, enclosing an area
of ground to prevent or control access or escape.

Sign- a public notice that advertises something or gives information a stop to prevent from
danger

A walk in the country side

I am Melaku. I am 17 years old. One day, I was completely fed up with the lockdown! Nowhere
to go, no body to visit. The school was closed, so I decided to take a trip out into the country
side. I knew it would be safe-no need to worry about masks and physical distancing out in the
wilds. I decided to go out about a thirteen mile long walk in the country side and had a quite
adventure. I set off with a pack of sandwiches and a large bottle of water. I walked for miles,
through woods, over streams, over hills and fields. I did not see another soul. However, about
six miles into the walk, I came across a big problem. There were bullocks in the field I had to
cross. I counted twenty-three bullocks and they were crowding round the path I would have to

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take. I looked for an alternative route-there was not one. There was a deep ravine on one side,
and barbed wire fences to the other, so I could not go back-my father would be waiting for me
at the walk and I had no mobile connection. I sat down, wondering what to do and frustrating.
The bullocks began jumping and nudging up against the fence. It was hopeless. At the moment,
I saw a woman approaching. She was tiny, with short grey hair. She had a big stick that she was
using to help her walk. She was approaching the bullock filed. I shouted: ‘Hey, there are
hundreds of bulls in there!’ She replied that she was going through that field. She asked if I
wanted to follow her and she reassured me that I should be alright as long as I did not fall down.
I wanted: ‘You will be alright!’ She went through the gate and into the field. The bullocks began
bellowing and crowding round her. I was scared! She swung her stick at them and amazingly
they turned and ran away. As they reached the bottom of the field, I took my chance. I ran faster
than Haile Gebresellasie across the field! The woman just took her time. I thanked her over and
over. I was so relieved. I thought she was so brave! She told me it was nothing: she was a farmer
and not scared of bullocks! I continued my walk, whistling and thinking about a nice big dinner
when I got home. After a while, I saw another fence. As I approached it, I noticed a sign. It said,
Be aware of the bull. Then, I saw a huge animal with huge horns. It was looking at me! I looked
around for my female Gandalf, but she had gone in the opposite direction. I saw her, a tiny dot
in the distance. There was nothing to be done. I would have to go through that field. Did I say
a walk in the country side would be safe? Ha! Well, here I go...

Instruction for the teacher

❖ Let the students to read the questions for three, four minutes.
❖ Tell them to listen attentively when you read the text to get the gist.
❖ Read the text for the second time.
❖ Give them time to share their ideas.
❖ Ask students randomly to respond to the questions.
❖ Tell them the correct answers.

While listening answers (for Activity1.2)

1. Because of the lockdown (which is due to COVID-19 or the pandemic).

2. He planned to walk for about thirteen miles.
3. A pack of sandwiches and a large bottle of water.
4. They were jumping and nudging.
5. He saw a woman approaching in the field.

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Activity 1.3 (Possible answers)

1, 3, and 4 are sentences that are found in the listening texts.

LESSON 2

Post-listening,

Read the post reading questions. Then, motivate them to relate the text with their own similar
experience and to evaluate story or to reflect what they have learned from the story to
understand that although a walk in the country side is good and seems peaceful, it is not always
safe. They may encounter different wild animals as there are forests. Also, let them to write a
short paragraph to end up the story in their own words of having a good or bad ending and give
them feedback.

SECTION TWO: SPEAKING

LESSON 3

❖ Let the students practice the dialogues while noticing the distinction between life in
urban and rural areas and the use of appropriate contrasting devices.
❖ Follow the procedure: I DO, WE DO and WE DO
❖ Encourage students to talk about the advantages and disadvantages of living in rural
area using yet, even so, on the other hand, whereas or other contrastive conjunctions
based on the example given in the dialogues.
❖ Motivate them to use the expressions when they talk about their preferences.
❖ Praise them for their efforts.

Points to Remember

There are certain conjunctions or linking devices used to express preferences. Contrasting ideas
are those that express difference between people or things that are being compared. These include
yet, even so, on the other hand and where as to talk about differences or contrasting ideas.

We use yet as an adverb to refer to a time which starts in the past and continues up to the present.
We use it mostly in negative statements or questions in the present perfect. It usually comes in
end position. Sometimes, yet as a linking device, can be used to express contrast which is
synonym with a stronger ‘but’.

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Examples

1. The teacher hasn't covered unit one yet.

2. Ethiopia is a poor country, yet there are so many wealthy people.

3. The new house was small but even so, it was about three times the size of the old house.

4. I had a terrible headache, but even so I went to the class.

5. There are a lot of spelling mistakes; even so, it's quite a good essay.

6. I prefer to live in the country side while my sister likes the city life.

7. The price of eggs is rising, while the price of milk has stayed the same.

8. I don’t really want any more work in this summer. On the other hand, I like to get extra
money.

In the second speaking section, let the students write the reasons why people prefer to live
in the city or in countryside using appropriate expressions.

Finally, discuss the grammar function summary in the Student Book.

LESSON 4

Pronunciation Practice

❖ Organize the students in pairs.

❖ Work out the activities with students.
❖ Let them to read the poems while noticing the underlined letters which represent /θ/
/ð/sounds in sentences.
❖ Encourage students to identify and pronounce the two interdental sounds in
English: voiced and voiceless interdental fricatives [ð̟, θ̟] which appear in the initial,
middle and end sounds
❖ Encourage students to read the poems in pairs acting as a mother and a child.
❖ Check how to pronounce each word before the class and read correctly the words
❖ Let them to say the words having /θ/and /ð/ sounds

❖ Say the words in activity 1.10 to identify /θ/ and /ð/sounds

❖ Identify students who may face problems and let them to pay attention to these sounds
from different exercises given in the textbook.
❖ Encourage them to practice tongue twisters in activity 1.11 individually, in pairs or in

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chorus.
Tongue twisters
A tongue twister is a sequence of words or sounds that are typically difficult to pronounce
quickly and correctly. Say tongue-twisters out loud and let the students to pay attention to the
words having / θ/ and /ð/ sounds.
The tongue twisters can be practiced individually, in pairs or chorus in class after you say the
words and phrases given them first. You have to be aware that the first groups given below
have/ θ/ and the second/ð/ sounds.
First group
❖ Teeth
❖ Healthy teeth
❖ Healthy teeth in the mouth
❖ Healthy teeth teething in the mouth
Second group
❖ Thigh
❖ Thick thigh
❖ Thy thick thigh
❖ Thy thick thigh in a pie

Section Four: Reading

LESSON 5

Pre-reading

Activity 1.12 Look at the pictures and answer the questions below.
1. What does life in towns and countryside look like?
2. What do you see in the pictures
3. Can you predict the content of the passage you are going to read

While reading

Activity 1.13: Answers for true/false questions

1. True

2. False

3. False

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Activity 1.14: Answers for multiple choice questions/reading comprehension.

1. B

2. A

3. D

4. B

5. D
LESSON 6
Post-reading
➢ Organize students in small groups
➢ Read the post reading questions for yourself first.
➢ Remind the reading passage they have read.
➢ Contextualize the content of the passage to students’ experience.
➢ Let them answer the post-reading questions in pairs and then guide them to
make whole class discussion.

Note that: In the post-reading stage or in this activity, your purpose is to check students’
accurate comprehension of the text and to help students understand texts further to critically
analyzing what they have read by relating the text with their own similar situations.

SECTION FIVE: VOCABULARY

Activity 1.17: Vocabulary matching: Guessing the meanings of words

Answer key
‘
1. C
2. A
3. E
4. G
5. F
6. B
7. D

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SECTION SIX: GRAMMAR

LESSON 7

➢ Begin the grammar lesson with the short text given.

➢ Students should read the text given and respond to the questions given.

➢ Encourage them to identify the activity of the family in the story.

➢ Let them complete the table with activities of the family members mentioned in the
story.

➢ Ask them what kinds of commonalities they notice from the verbs presented.

➢ Round the class and give clues and help them to point out the verbs.

➢ Encourage them to read sample activity that is activity 1.17 to notice the form of the
verbs in bold.

Ask them what kinds of commonalities 9they notice from the verbs presented

➢ Write the verbs on the blackboard such as wakes up, cooks, prepares, go, plough, helps
and the rest of the verbs given and tell them that they have commonalities. They are
bare infinitives or the first verb form or verb 1 (such as go and plough) and bare
infinitives plus‘s’ in words like wakes up, cooks, prepares and helps. Ask them what
they say about the form of simple present tense.

➢ Finally, tell them that the form of simple present tense is subject plus bare infinitive
(V1) except third person singular subjects or pronouns (he, she and it).When the subject
is he, she or it, the verb takes either ‘s’ or ‘es’ depending on the type of verb to make
the subject agrees with the verb.

➢ This kind of grammar presentation is said to be inductive way of teaching grammar.

This way of presenting grammar begins with provision of grammar activities in context
or providing specific examples and it moves on forming rules or extracting general rules
from the examples. Hence, it is good to expose students to different examples by brain
storming them to talk about what they do every day, on the weekends etc. In order to
achieve this purpose, the second activity (a boy’s daily routine) will give students more
opportunity to understand the very important use of simple present tense before they
construct their own sentences.

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 English for Ethiopia Grade 7 Teachers Guide

➢ Let students read a short story about Dursa’s family and complete the table given. Work
together and give them the correct answers.

➢ Summarize the Grammar Spot given in the Student Book.

LESSON 8

Help students to work on Activity 1.18 to 1.20 based on the instructions and thee pictures given.
Use the examples as well to facilitate learning.

LESSON 9

❖ Get reflections from the students first about the uses of simple present tense from their
prior uses of simple present tense from their prior knowledge (as they learned in the
previous grade levels).

❖ Strengthen students ideas and explain some uses of simple present tense paying due
attention to habitual action, universal truth and scheduled future actions.

❖ Summarize the lesson on simple present tense using the Grammar Spot on the
Student Book.

LESSON 10

Possible answers for activity 1.21 are written in bold in the text

Mohammed and Semira live in a big city in Oromia and have a busy lifestyle. Mohammed is a
doctor at a hospital. He works the whole day, so he goes to work at 8:00 a. m and comes
home at 7:00 p.m. His wife Semira works at a bank. She goes to work at 8:00 a.m. and comes
home at 6:00 p.m.

They don’t see each other a lot during the day. Mohammed and Semira also have two children,
Fuad and Hayat. Every morning they all have breakfast together at 7:30. Then, Fuad and Hayat
go to school, and Mohammed and Semira go to work. In the evening, all of them come home.
Mohammed and Semira prepare dinner for the family. Mohammed usually helps the kids do

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their homework. Then, the family eats dinner. After that, Semira washes the dishes, and then
they all go to bed. Mohammed and Semira have a busy schedule during the week, but on
weekends they relax with their kids.

LESSON 11

Activity 1.22: Possible answers to complete the blank spaces with the correct form of the
verbs in parentheses are written in bold in the dialogue.

Abdi: What time does the train leave?

Bikila: It leaves (1. leave) at seven o’clock.

Abdi: Hurry! We do not want to be late for class. It starts (2.start) at eight o’clock. I start (3.
start) to take computer course next week.

Bikila: On the course, you begin (4.begin) by learning the keyboard. The following week, you
start (start) typing whole sentences. When you leave (leave) the course, you should
be able to type competently.

Abdi: What time does the session begin (begin)?

Bikila: It begins (begin) at 9.00.

Activity 1.23: Read and complete the paragraph with appropriate words.

➢ Let the students read the text given and fill any appropriate words that make sense

➢ Inform them to use the verbs in the correct form of simple present tense

Possible answers

Hi! I am Ayidahis.I am a reporter of our school radio station. I (1) learn in Class 7B.We (2)
have a big class, 30 girls and 23 boys. We like school very much. Our classroom (3) is nice. It
(4) is not very big, but it (5) is comfortable. Chala and Araya are my friends. They (6) are good
friends. They (7) learn in my class. Our homeroom teacher’s name (8) is Aziza. My favorite

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subject (9) is mathematics, but my friend Araya(10) does not like it. I want to have friends from
other classes. I will be glad to see you in our studio.

LESSON 12

Activity 1.24

➢ This activity helps students to practice the use and forms of simple present tense in a
communicative way.
➢ Tell them to be in pairs.
➢ Encourage them to fill appropriate words to complete the conversation.
➢ Accept as many appropriate words as possible that can be possible.
➢ Provide them possible answers and encourage their efforts

SECTION SIX: WRITING

LESSON 13
Activity about steps in coffee preparation

➢ Sit the students in small groups.

➢ First, inform them that these are some of the major steps we usually follow to
prepare coffee and the steps are mixed up

➢ Encourage them to order the number.

➢ Let them add subject and object and use the verbs given in between.

➢ Motivate them to write simple sentences describing the steps in coffee

preparation based on the example provided.

➢ Help students do Activity 1.25.

➢ Let them read the sentences and praise their trial.

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LESSON 14

Describing your daily activities

Activity 1.26
➢ Let them work in small groups.
➢ Motivate them to use appropriate words to complete the paragraph.
➢ Let them to think about the possible activities of people in the city and
country life.
➢ Assist them by giving clues or telling the answer for the first two words.
➢ Provide them feedback.
Possible answers for activity 1.26 to complete the paragraph with appropriate words.

1. quiet 2. fresh 3. feeding 4. cattles

5.foot 6. garden 7. fetch

Activity 1.27

➢ Let students describe themselves particularly focusing on what they do daily.

➢ Encourage them to use conjunctions to1combine words.

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➢ Ask them to give feed back to their partners by exchanging their exchanging
their ideas.

LESSON 15
Activity1.28

Let students read the daily activities of Dursa and his Family in the Grammar Section again and
identify the comma used in the text.

Reminder on comma usage

Most punctuation problems are comma-related because of the important role comma plays in
providing readers with guidance on how a sentence is organized and is to be read to understand
the writer’s intended meaning. Hence, it is good to teach the most important purposes of comma,
but first encourage them to reflect some uses of comma with examples as they might have prior

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knowledge about it.

Answers for activity 1.29

1. He likes to eat apples, oranges, and bananas.

2. We enjoy riding a bicycle, but we enjoy swimming even more.
3. Although we didn’t arrive on time, they still let us in.
4. Geremew was born on June 26, 1989.
5. He says, “Remember how to use comma in your writing.”
6. He shouted, “Stop writing.”

LESSON 16

Activity 1.30:
➢ Encourage them to use comma in the appropriate place in the paragraphs given below
➢ Tell students to try the activities by themselves and then to share their ideas
➢ Round the class and give appropriate feedback.

Possible places where comma could be incorporated

1. Making salad is easy. First, choose the vegetables you want to use. You might want to
add lettuce tomatoes carrots and pepper. If you see cherry tomatoes, you won’t even
need to slice them. Next, wash each vegetable thoroughly. Tear the lettuce into pieces
and add as many tomatoes as you like. Finally, ask an adult to help you chop the pepper
and the carrots.
2. Eldana likes to enjoy many different things during the summer vacation. She loves to
sleep in late each day. After she wakes up, she will often help her mother in the kitchen.
After she has finished helping her mother, she goes outside to play with her friends. She
loves playing hide and seek, biking, swimming and jogging. Above all, she likes to go
horse bike riding. Eldana says, the only thing she does not like during summer is the
rainy days.

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UNIT TWO

USE OF CALENDAR

SECTION ONE: LISTENING

LESSON 1

Pre-listening
Activity 2.1
Possible answer for the riddle
The words in a bold are essential to understand the overall meaning of the riddle given. These
words are big tree, which refers to year, 12 branches correspond to the 12 months, 30 nests are
for 30 days and seven birds are for seven days.
➢ A riddle is given that let students to think critically
➢ Motivate the students to guess what the riddle means
➢ Tell them that the words in bold are essential to understand the central idea of the riddle
➢ Give them a clue that the riddle is related to time
➢ After you let students to think critically, tell them the possible answer
➢ Encourage them to look at the title of the listening text and to predict words that could
be related to the text
Benefits of using a calendar every day

Scheduling my most recent doctor’s appointment reminded me of how valuable appointments are.
Just the act of making an appointment helps set a date and time aside for a specific activity. Not
only is setting aside a specific date and time helpful for meetings and doctor appointments, but
you can also use this strategy to carve out time to spend with friends or to complete specific tasks
on your to-do list. Now we don’t have to leave it up to chance that we’ll finish that lingering task
because we already assigned a date and time for it.

When planning out tasks and activities on the calendar, you should be realistic. Carve out enough
time for each task, and write down what time you’ll start and finish the task. If in doubt, slightly
overestimate how long it’ll take. Overestimating is a great way to ensure we don’t feel rushed, and
allows us that extra time in case unexpected events come up. Using a calendar might make us
realize that not all of the tasks we had in mind for today can be finished, but it shows us which
activities can be.

Which tasks are important? Which tasks add value to our lives, and which ones don’t? Putting
items on the calendar makes us choose what we want to spend our time on, and what we don’t.
This allows us to make room for what is important and filter out the rest.
Calendar is vital for people struggling with procrastination. Having a specific date and time set
aside for a task tells us when we have to do it. It helps us eliminate the excuses, and makes us get

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to work. No longer will we let tasks roll down our to-do list. Now we can catch them before they
start to get postponed.

When we see the calendar, we see how our day to be structured. It stops us from spending too
much time on one activity, and not enough time on another. We can even schedule fun activities
and breaks in our calendar to help make sure they don’t drag out and make sure we don’t forget to
have fun too. If it helps, use a timer. Once the timer goes off, it’s a reminder to move onto the next
task. If the task isn’t complete, schedule another block of time for the task the following day.

(Adapted from: https://successfulstepsblog.com/2017/11/19/5-benefits-of-using-a-calendar-every-day)

While-listening

Activity 2.2 : Possible answers for true/false questions

1. True 4. False
2. True 5. True
3. False
Activity 2.3: Answers for yes/no questions
1. Yes 3. Yes 5. No 7. Yes
2. No 4. Yes 6. Yes 8. No

LESSON 2

Post-listening

Activity 2.4:

➢ This activity helps relate the text to their own similar situations so that they can develop
their speaking or writing skills besides listening.
➢ Organize students in small groups and explain the questions that they are to discuss in
groups.
➢ Encourage them to talk about the benefits of calendar for human practices
➢ Give them a clue that calendar is essential for human activities like farming as farmers
engage in different activities at different times
➢ Encourage them to discuss the scenario: what will happen if there is no calendar

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SECTION TWO: SPEAKING

LESSON 3 (Asking for and giving opinions)

❖ Let them to reflect about the possible expressions that they use to express opinions
❖ Give them some time to read the expressions provided
❖ Explain few points about how to use the expressions in speaking with examples

Activity 2.5:

In pairs, let students practice the dialogue.

Activity 2.6:

❖ Encourage students to use the expressions given to ask for and give opinions
when they attempt to solve riddles
❖ Tell them that these kinds of activities are important to develop their creativity, critical
thinking and problem-solving skills
❖ Give them some 10 to 15 minutes to share ideas in small groups
❖ Round and give them clue that the riddles are related to time/calendar
❖ Give them the following possible responses
Possible answers
1. This could be because he/she was born in Pagume 6 as the person may celebrate his/her
birth day waiting for every 4th year.
2. They were born in different time zones on different days.
3. Genet was 21; her parents were 63 at the time of wedding. Today, she is 42, and her
parents are 84.

/f/ and /p/ sounds

Activity 2.7:
❖ Tell the students that the words in the table are different only in one sound and due
to this, they have different /f/ and /p/ sounds
❖ Read the words and tell them to say after you
❖ Ask students randomly to say the words
❖ Praise them when they attempt to pronounce correctly

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 English for Ethiopia Grade 7 Teachers Guide

SECTION FOUR: READING

Pre-reading

LESSON 4

Activity 2.8: Look at the calendar below. What do you see in the calendar? Discuss in
pairs.

Section Four: Reading

Pre-reading
❖ Brain storm students to relate the reading text with listening

❖ Ask them to look at the picture and to talk about any differences they observe about
the Arabic and Geez numerals

❖ Encourage them to think of differences between the Ethiopian and European

calendar in terms of counting years, days etc before they start reading

❖ Tell them to share their ideas with their partners

❖ Discuss questions on the Student Book under the sample calendar given.
While-listening

➢ First, read the passage to the whole class loudly and give students a chance to reads each
word, makes intonation and stresses on certain words.
➢ Select a few better students to come to the front of the class and read out the passage
loudly. In order to respond to the questions following the reading, encourage everyone
read the passage individually and silently and answer the questions from the passage
concurrently.
➢ Walk around each group and check the students’ participation in the discussion.
➢ Encourage their attempts to respond to questions and self and peer-correction.
Answers
Activity 2.9: True/false
1. False
4. True
2. True
5. False
3. True
6. True

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Activity 2.10: Short Answer

1. eight (seven) years
2. seven, eight, nine or ten days
Activity 2.11: Finding evidences from the passage
1. They are different both in years and days.
2. The time zone in Ethiopia is East Africa Time (EAT) (UTC+03)
LESSON 5
Post-reading
➢ Organize the students in small groups preferably mixed ability groups.
➢ Ask them to reflect what they felt about the ideas presented in the reading passage.
➢ Encourage them to write a short summary on the similarities and differences between
Ethiopian and Gregorian calendar in three to four sentences.
➢ Give them clues to remember what they read before to write a summary.
➢ Assist and give them constructive comments.

SECTION FOUR: VOCABULARY

Activity 2.13: Guess the meanings of the following words from the reading passage.

1. a year occurring once every four years , which has 366 days; the extra day
2. additional period
3. to be named after someone
4. unique/distinct
5. falling behind
Activity 2.14
➢ Tell students to work first by themselves to complete the paragraph
➢ Tell them that the words given can be used more than once
➢ Inform them that the words rise and set as well as dawn and dusk could be used
interchangeably in some cases in the context given
➢ Then, ask them to compare their answers with someone who sits beside them.
➢ Check their responses and make a whole class discussion.
Possible answers
The sun does not (1 rise) and (2 set) around the world at the same time. When the sun (3
rises) in some places, it (4 sets) in other areas. As people do different jobs, the time they go to

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work varies a lot. Some get up at (5 dawn), and they go to work before (6 sunrise). They may
continue working till (7 sunset). There are others who work from (8 dawn) to (9 dusk). These
people may not have free time to relax. However, there are some people who work for few
hours and they stop working before (10 sunset). These people get some time to relax and go
home at (11 dusk).

SECTION FIVE: GRAMMAR

LESSON 7: Simple Past Tense

Activity 2.15:

❖ Start the grammar lesson with questioning.

❖ Ask students to write what they did yesterday first individually and then to share their
ideas in pairs.

❖ Ask them randomly: what did you do yesterday/on the weekends etc.?
❖ Write some sentences on the blackboard and let them to notice the verb forms.
❖ You may also ask them to compare what they do every day (simple present), and what
they did a day before (simple past).
❖ For example, every day, I go to toilet. I wash my face. I eat three times a day.
❖ But, yesterday, I washed my clothes. I went to the church/mosque. I ate my lunch at
half past twelve. Etc
❖ Let the students write what they did last weekend (Saturday and Sunday) based on the
example given
❖ Encourage them to read the sentences and to underline the verbs

❖ Encourage peer and self-correction.

❖ Praise them when they try to construct their own sentences
Activity 2.16:
➢ Let the students read the text about the Gregorian calendar
➢ Encourage them to work in pairs and read the sentences to the group and copy the
verbs from the passage into their exercise book.
➢ Motivate them to identify the type of past verb so they may identify verbs like: was,
became etc. as irregular and corrected, obtained as irregular verbs.
➢ Show them at the end the kinds of past verbs presented in the text as shown below in
bold:

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The Reading Passage

The Julian calendar year of 365.25 days was too long since the correct value for the tropical
year is 365.242199 days. This error of 11 minutes 14 seconds per year amounted to almost one
and a half days in two centuries, and seven days in 1,000 years. Once again the calendar became
increasingly out of phase with the seasons. From time to time, the problem was placed before
church councils, but no action was taken because the astronomers who were consulted
doubted whether enough precise information was available for a really accurate value of the
tropical year to be obtained.

By 1545, however, the vernal equinox, which was used in determining Easter, had moved 10
days from its proper date; and in December, when the Council of Trent met for the first of its
sessions, it authorized Pope Paul III to take action to correct the error. Correction required a
solution, however, that neither Paul III nor his successors were able to obtain in satisfactory

form until nearly 1572, the year of election of Pope Gregory XIII. Gregory found various
proposals awaiting him and agreed to issue a bull that the Jesuit astronomer Christopher Clavius
(1537–1612) began to draw up, using suggestions made by the astronomer and physician Luigi
Lilio (also known as Aloysius Lilius; died 1576).

LESSON 8
➢ Explain the form of simple past tense with examples
➢ Show them that the majority of verbs are regular which have regular or fixed form
while some of the verbs are irregular that do not have fixed rules
➢ Explain the forms in negatives and questions.
➢ Encourage students to read other reference grammar books to identify the verbs

Activity 2.17: Answers

1. asked 6. met
2. Did 7. were
3. did not 8. Did
4. did 9. visited
5. knew 10. did not

LESSON 9

Explain the uses of simple past tense to express different past actions including in conditional

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sentence type II. This condition is used to express dreams, unreal situations and things that are
unlikely to happen in conditional sentence type II. Tell them that conditional sentences are three
types (type I, II and III) and each type has two parts: the if/dependent or subordinate clause and
the main/independent or principal clause. You should tell them that the tense in the if and main
clause in each of the conditional types is different as in:

1. If I study hard, I will score a better grade in English. (Type I, if clause, subject plus v1
or s/es or simple present and main clause, will/can plus v1(simple future)
2. If I studied hard, I would score a better grade in English. (Type II, if clause, subject
plus v2 or simple past and main clause, would/could… plus v1(present conditional)
3. If I had studied hard, I would have scored a better grade in English. (Type III, if clause.
subject plus had+v3 or past perfect and main clause, would/could… plus v3(perfect
conditional)

You may tell them meaning differences such as in type I, they have the probability to get a
better grade if they work now and in the future, so if the condition fulfills, they have a chance
to get what they want if not, the opposite might be true. However, in the case of conditional
sentence type II although the tense in the if-clause is simple past, it is not a real past tense it is
a subjunctive and the meaning is they know that they do not read rather simply imaginary so
that it is unlikely to get what they wished. In the case of type III, students do not have chances
to read and get things back because it talks about a completed action in the past. It is an
impossible condition and what is left is regret as the meaning is past that is they did not read in
the past so that they did not get a better grade in English.
However, having the highlights focus on giving few common examples about conditional
sentence type II. Here give them examples focusing on the form which is simple past.
1. If I were a bird, I would fly. (But I know that I am a human being so, I can’t fly)-the
reality is different. It is just a dream.
2. If I had money, I would give you. (but I don’t have money)
3. If I had your phone number, I would call you. ( but I don’t have your phone number)
4. If you came to my birth day party, we would have a lot of fun. ( but you don’t come to
my birth day party)

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LESSON 10
Activity 2.18:

➢ Assign students to work in pairs

➢ Give them an example like where were you at this time yesterday and tell them that I
was at home, in the library etc.
➢ Encourage them to fill the blanks first and then to ask each other

Activity 2.19:

❖ Similar to activity 2.19, ask them to be in pairs and to write their responses to the
questions using simple past
❖ Student one may ask when did you last see a cinema and the other may say I saw a
cinema last weekend.
❖ Encourage them to use past verbs and feel free to respond to the questions
LESSON 11
Activity 2.20: Possible answers to complete the conversation.

Abdi: were you at Derartu’s birthday party yesterday?

Kidist: Yes, I was.
Abdi: Was it good?
Kidist: Well, it was ok.
Abdi: Did you enjoy it?
Kidist: Yes, there were lots of friends.
Kidist: How about you? Did you like it?
Abdi: Yes, I liked it.
Kidist: Was Fatuma there?
Abdi: No, she wasn’t. And where were you? Why weren’t you there?
Kidist: Oh! My mom called and I went out, but it was really wonderful.

LESSON 11
Activity 2.21: Putting am/is/are or was or were possible answers

1. Last year he was 20 this year he is 21.

2. Today, the weather is nice, but yesterday, it was cold.
3. I am hungry. Can I get something to eat?
4. I feel fine this morning, but I was very tired last night.

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5. Don’t buy those shoes. They are expensive.

6. This time last year I was in Harar.
7. Hello everybody! I am sorry. I am late.
8. Where were you born? I was born in Asayita.
LESSON 12
Activity 2.22:

➢ Let them compare simple present that they learnt in unit one with simple past
➢ The comparison helps them to know more about these two tenses
➢ Encourage them to work in small groups
➢ Tell them to pay attention to third person singular subjects and to see the right form of
the verbs

➢ Give them feedback

Possible Answers
1. I usually clean my teeth early in the morning, but yesterday I cleaned at night. (clean)
2. Ahmed always drinks a cup of coffee, but he drank two cups yesterday. (drink)
3. Dereje usually plays football with his friends in the school, but last week he played in
our team in the stadium. (play)
4. My sister always arrives home from office at 6:00, but today she arrived at 4:30.
(arrive)
5. Hassen always practices playing the guitar in the afternoon, but last week he (not) did
not practice at all because he was busy with his assignment, (practice)
Activity 2.23
Activity I: Suggested answers
1. travelled 6. swam
2. stayed 7. ate
3. is 8. was
4. played 9. eat
5. went 10. stay
11. sleep
12. enjoyed
LESSON 13
➢ Let the students read the text about Abebe Bikila
➢ Assign them to work in pairs

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➢ Encourage them to read and complete the tables given

➢ Praise their efforts
➢ Discuss the answers with the whole class

Activity 2.24: Possible answers

Time Things happened
In 1960 Abebe Bikila won the first Olympics in
Rome
In 1964 He won the Olympic marathon again in
Tokyo
In 2000 The Asics Corporation of Japan voted Abebe
as impressive runner in the twentieth
century.
In 1932 Abebe was born.
In 1973 He died.

SECTION SIX: WRITING

LESSON 14
Activity 2.25

➢ Organize the students in small groups

➢ Communicate the objectives with them
➢ Tell them that the purpose is to complete the paragraph with appropriate sentences that
go together with the main idea given
➢ Encourage students to read Yordanos’s schedule
➢ Ask them what points could be incorporated to finish her schedule
➢ Give them examples if they get confused
Activity 2.26:
➢ Let them finish the given topic sentence based on Yordano’s schedule
➢ Tell them that this time, they are supposed to write their own plan-what they planned
to do last week
➢ Round the class and encourage them to use simple past as they write about the past
➢ Give them comments
➢ Ask students to write what they planned to do last week to finish the sentence given.
Finally, let them share and discuss their responses among themselves.

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LESSON 15
Colon

➢ Brain storm students about their previous knowledge about colon

➢ Give them some 5 to 7 minutes to discuss the distinction between comma and colon
with examples
➢ Explain few important uses of colon with examples
➢ Encourage them to add more examples
➢ Praise them when they try to answer your questions
LESSON 16
➢ Let the students practice working the activities about colon in pairs and small groups
➢ Check them that they are all engaged
➢ Give them the possible answers for all the activities given below
Activity 2.27
Discuss the activity with students and give the correct answer.
Activity 2.28 Answers
1. The friends I play with are follows: Jemal, Nebil and Seyoum.
2. My alarm clock is set for 2:30 p.m.
3. There are four parts to a plant: roots, stem, leaves and flower.
4. You know what to do: practice.
5. The dentist said I had to: “brush twice daily and floss as often as possible.”

Activity 2.29: Answers

Possible places to use/insert colon

The Ethiopian and the European calendars differ in two ways: years and days. In Ethiopia, there
are thirteen months: September, October, November, December, January, February, March,
April, May, June, July, August and Pagumen. The thirteenth month is unique: it has either six
or five days. The hours of the day in Ethiopia are not named and divided in the same way as in
the European. For example, the European says, 12:00 a.m. when it is actually 6 at midday. In
the Ethiopian evenings are considered parts of the next day. The 7(8) years difference in the
calendars is described according to the teachings of the Ethiopian Orthodox Church. The
Ethiopian Christians didn’t base themselves on historical facts to decide the date on which Jesus
was born: they used ages mentioned in many parts of the Holy Bible.

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UNIT THREE

ROAD SAFETY
LESSON 1

Pre-listening

Activity 3.1:

➢ Let the students look at the picture and share their feelings in groups of three before
they listen to the text.
➢ Encourage them to discuss the questions in groups based on their prior experiences
and the picture.

Road Accidents

Every year, thousands of road users are injured or killed in road accidents. While it is bad
enough on ordinary days, the accident rate increases during festive seasons when lots of people
crowded the roads in their rush to go home. For families involved in accidents, the festive
season can turn out to be a tragedy instead of a joy.

The causes of accidents are many, but mainly they are due to human error. Recklessness,
negligence, excessive speeding, poor driving skills, breaking of traffic rules and overloading
contribute to the occurrence of accidents. Go to any housing estates and one can see under age
children speeding around on motorcycles. They do not wear safety helmets and sometimes there
are three or four of them on a motorcycle built for two. The law is ignored and the adults are to
blame for allowing these young children to risks their lives. The behavior of adults is no better.
Grown up but reckless road users are aplenty on our roads. Road courtesy is almost non-
existent. Mechanical problems and road conditions can also cause accidents, for example, brake
failure, tyre blowout, bad weather and traffic overcrowding.

The prevention of road accidents depends largely on the attitude of road users. They must
respect the traffic laws such as keeping within speed limit, using safety helmets and belts and
keeping their vehicles in roadworthy condition. They must also acquire and practice safe driving
skills. There should be more awareness campaigns aimed at inculcating good driving habits.
When road users ensure their vehicles are road worthy, respect the law and think about their
safety as well as that of others, then the number of fatalities can be reduced.

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In short, a change of attitude for the better is required of road users. As long as they persist with
their present bad road habits, the incidence of road accidents can only worsen.

While listening

Note: After the pre-listening activities, read the text twice for the students, and tell them take

notes to answer specific information from the listening text.

Activity 3.2: Possible answers
1. True
2. True
3. True
Activity 3.3: Possible answers
1. Road users are people who use roads to go from one place to another such as drivers,
motorcyclist and pediatricians
2. Because they allow young children to risks their lives.
3. Many things contribute to the occurrence of road accidents such as carelessness,
negligence, excessive speeding, poor driving skills etc.

LESSON 2

Post-listening
❖ Let the students to relate the listening text they heard with their own similar situations
❖ First give them time to write what they feel about the questions individually
❖ Then, tell them to share their ideas in pairs or small groups
❖ Round them and ask them to talk more about road accidents-to understand the
seriousness of road accidents
❖ Give them time to reflect and make whole class discussing paying due attention to their
roles in reducing car accidents.

SECTION TWO: SPEAKING

Activity 3.5: Practice
❖ Help students practice the dialogues in pairs.

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LESSONS 4 and 5

❖ These lessons give students the chance to develop their speaking skills
❖ Give the students time to read the dialogues
❖ Assign students in pairs with someone else-it could be from the other row
❖ Let them act out the dialogues in pairs
❖ Tell them to pay attention to the messages of the dialogues too
❖ Encourage them to act like the people in the dialogues and act out as a traffic police etc
❖ Motivate them to make it look like real
❖ Praise their efforts

Activity 3.6
Encourage students to practice the conversation in groups.

LESSON 6

Activity 3.7:
❖ Organize students in groups of three.
❖ Let them discuss the pictures based on the questions following the pictures.
❖ Discuss the colors in the traffic light, symbols, the landmark and actions of the boy and
the girl.

PRONUNCIATION PRACTICE

➢ Let the students say after you the words given in activity 3.8 and 3.9.
➢ Tell them that the words given have silent ‘k’ and ‘l’ sounds
➢ Give them the chance to say the words and sentences
➢ Tell them not read the letters k and l in those words
➢ Encourage them to think of other words having silent letters
➢ Let the students construct sentences using the words
➢ Tell them to work in pairs
➢ Encourage them to identify the silent letters in the words given
➢ Motivate them to read the sentences
➢ Assist them to pronounce the words correctly with silent l and k
➢ Praise their efforts

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 English for Ethiopia Grade 7 Teachers Guide

SECTION THREE: READING

LESSON 7
Pre-reading

❖ Let students discuss in small groups on the pre-reading questions.

❖ You may define road safety as a method of and preventing road users from being
killed or seriously injured. It is about keeping ourselves safe from any possible road
accidents while we walk around the road. The road safety rules teach us how to
behave or act when we want to cross the road or when we drive vehicles.
❖ Give them some time to look at the pictures and to judge who drives safe

While reading

Before you let students to read silently and independently, read the passage aloud/ to the
whole class and instruct students to read each word, makes intonation and stresses on some
words and evaluate how each student reads some difficult words, and give them time for self
and peer correction. Then, select few students to come out to the front of the class and read
out the passage loudly.
Possible answers
Activity 3.12:
1. False
2. True
3. True
4. False
5. True
Activity 3.13:
1. 21% to 25%
2. 30%
3. Prohibition of cell phones, making conversation behind the wheel, driving without
seatbelt and not using a motorcycle helmet etc.

Post-reading

❖ Organize them in small groups and discuss the questions.

❖ Tell them to focus more on their road safety practice;

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❖ Motivate them to judge themselves as road user and to talk about whether they follow
traffic rules
❖ Probe them what advantages do they get by keeping traffic rules.

SECTION FOUR: VOCABULARY

LESSON 9

❖ Encourage the students to read the passage once again and look for meaning of the
words in bold.
❖ Motivate them to work in pairs and to share their responses

Activity 3.15: Guessing meanings from the context (Possible answers)

1. Road traffic crash- a traffic collision/ a motor vehicle collision or car accident that
occurs when a vehicle collides with another vehicle
2. Victims-refers to people who have been injured or killed by accident
3. Vehicle- refers to things like ca and lorry
4. Lion share- the largest portion
5. Injuries-wounds
6. Seatbelt- a belt that fastens around you when you are travelling in a vehicle and holds
you in your seat
7. Fatalities-death or people who lost their lives resulting from a car crash
8. Prohibition- legal prevention of taking alcoholic beverages
9. Helmet- protective head coverings that motorists wear to reduce the risk of serious
head and brain injuries
10. Drivers’ license- a document permitting a person or a driver to drive a vehicle.
SECTION FIVE: GRAMMAR

LESSON 10 and 11
Activity 3.16

❖ Let them read the sentences

❖ Tell them that the sentences have infinitives and gerunds
❖ Encourage them to underline the words: to improve, to wear and driving
❖ Tell them that the words need and forget are usually followed by infinitive and
stop by gerund

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❖ Explain infinitive and gerunds with examples

❖ Encourage them to remember words followed by gerunds
❖ Le them to notice the examples given and explain the points

LESSON 11
Activity 3.17 (Possible answers)

1. He admitted cheating the police.

2. You should avoid getting traffic accidents.
3. Please, consider selling your car if you need money.
4. I detest waking up when it's dark outside.
5. She denied leaving the taxi without paying.
6. I enjoyed lying on the beach all day.
7. We finished writing our driving test before noon.
8. I don't mind doing homework.
9. My colleague kept complaining all the time on driving regulations.
10. I regularly check my engine and tires. I didn't want to risk getting accidents.

LESSON 12

❖ Explain general points about when to use infinitive with out to

❖ Support your points with examples given
❖ Explain that some words can be followed by both infinitives and gerunds
❖ Encourage them to participate
Activity 3.18: Possible Answers

1. Hagos agreed to forgive his brother for the second time.

2. He expects to get a good promotion.
3. He's a good employee. He always tries to do well.
4. You had better study hard.
5. He demanded to speak to the manager.
6. Let him come in now.
7. I prepared to go on holiday.
8. I offered to help.
Activity 3.19: Possible Answers
1. being 2.winning 3. to find 4. losing 5.to finish 6.to buy 7.to get

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 English for Ethiopia Grade 7 Teachers Guide

LESSON 13

Activity 3.20: Possible Answers

1. listening 2. staying 3.walking 4. visiting 5. swimming

6. learning 7. reading 8. coming

Activity 3.21: Possible answers

1. He wanted to be an astronaut when he was younger.

2. to buy 3. to do 4. to start 5. to help 6. to eat

SECTION SIX: WRITING

LESSON 14
❖ Let them to sit in small groups and let them do the activity on reordering the list of
sentences to make coherent paragraphs.

❖ Work with them and provide them with the right order of the sentences in the activities.

❖ Finally, let the students produce paragraphs based on the correct order of the sentences.

Activity 3.22: Work on the following two activities in small groups.

A. Decide what order the sentences should be in and number them 1,2,3,4 and 5.

Possible order: C, B, E, A and D

B. Below is a list of sentences that can make a paragraph. But they are in wrong order.

Reorder the sentences and write a paragraph using the sentences.

Possible order: 5, 6, 4, 2, 1, and 3

LESSON 15

➢ Ask them when to use capital letters before you explain as part of revision.
➢ Encourage them to write capital letters on the blackboard by leaving the first letters
and proper nouns not capitalized.
➢ Explain briefly additional uses of capital letters.

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Activity 3.23: Possible Answers

1. Samuel went to USA.
2. Asnakech likes coffee; I prefer tea.
3. Look out! She screamed.
4. My friend from Arsi Robe can speak three languages: Amharic, Oromo and English.
5. I have planned to read English today.
6. She went to Ambo last Friday.
7. Please give me a glass of water.
8. He asked, “What time is it?”

LESSON 16
Activity 3.25: Possible Answers

1. Many of Hailu’s friends think he has a boring daily routine, but Hailu likes it. He always
gets up at six o’clock every morning and says, “Good morning” to his wife, after
breakfast, he arrives at work around seven-thirty. He works in a garage. It is located in
Adama. After work, he says, “Good-bye” to his boss, Gezahegn and then comes home.
On weekends, he likes to play with his son Olana and his daughter Beza. May be Hailu’s
routine really is a little boring, but he enjoys it!

2. Crossing the street when you are a blind person is a real challenge on a daily basis.
Among the many existing solutions, Accessible Pedestrian Signals (APS) represent the
best option to secure and facilitate the crossing for visually-impaired and blind people. An APS
is an integrated device that sends an audio signal to indicate to pedestrians if they can cross the
road safely. This device allows blind pedestrians to cross the road at the right time; more quickly
and safely while maintaining their orientation throughout the crossing. Accessible Pedestrian
Signals (APS) to emerge in the 1970s in the United States and have since largely evolved to
adapt to their environment and their users. APS are known by different names around the world
such as: acoustic signals, audio-tactile signals, audible pedestrian signals, audible traffic
signals, audible pedestrian traffic signals or audible crossing indicators. From a legal point of
view, the APS must comply with local laws of each country.

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UNIT FOUR

ENDEMIC ANIMALS IN ETHIOPIA

SECTION ONE: LISTENING

Note for the teacher about Walia ibex

Walia ibex (Capra walie) belongs to different order, family and genus. The genus Capra
includes several forms of wild goats (bezoars, turs, markhors, and ibex). In spite of the fact that
all Capra species can interbreed in captivity, the systematic of the genus Capra remains unclear.
Based on morphological characteristics, some authors considered Walia ibex to be a subspecies
of Capra ibex and/or Capra nubiana while others consider it to be a separate species which is
currently accepted. In addition, molecular studies using mitochondrial and nuclear DNA and
ecological niche modeling analysis revealed that the two species are different. Regarding their
behavior and reproduction, Walia ibex is a medium-sized mountain ungulate, with chocolate
brown coat color and showing a marked sexual dimorphism. It is crepuscular mammal living
in herd of 5-10; however, females are more solitary than males outside of the breeding seasons.
In contrary to other ibex species, Walia ibex seems to breed throughout the year. This may be
possible because of the lack of temperature seasonality in the tropical Semien Mountains,
producing no environmental costs to individuals that breed year-round. But Peak sexual activity
between males and females is observed between the months of March - June overlapping with
the short rut season.Walia ibex individuals reach sexual maturity at the age of one year.
Gestation period is about 150 - 165 days and female gives birth one, sometimes two kids per
birth. The maximum life expectancy is up to 15 years.

Concerning habitats and feeding, currently, the greatest concentration of Walia ibex is found
in Semien Mountain National Park, northern Ethiopia mainly along 25 km of the northern
escarpment between Adarmaz Camp and Chennek Camp. The Walia ibex lives on steep cliffs
in regions characterized by rocky mountain, gorges, outcrops and loose stony screes. Walia
Ibex is both a grazer and a browser. In fact, it utilizes a wide variety of grass and shrub material
in its diet. Walia ibex feeds a wide variety of shrubs and herbs, including Giant Heath, Giant
Lobelia, the spiny, creepers and lichens and various grasses.

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LESSON 1

Pre-listening
➢ Ask students to be in small groups
➢ Let them see the picture and guess the name of the animal
➢ Encourage them to describe what kind of animal is Walia Ibex it, where it lives and
their overall experience
➢ let them to talk in English and to have some idea about Walia Ibex
➢ which is one of the endemic wild animals in Ethiopia that lives specifically in Simen
Mountains.
➢ Hence, motivate them to talk and share them what you know about the animal.
➢ Then, as usual, read the passage twice
➢ Encourage peer correction before you tell them the correct responses for the while
listening questions

Activity 4.1 Pre-listening

Activity 4.1: Discuss the following questions in a group of three before you listen.
1. What is the name of the animal shown in the picture below?
2. What do you know about this animal?
3. Where do we find this animal?
While Listening Activities Possible Answers

Activity 4.2

1. It is different because Walia Ibex seems to breed throughout the year.

2. The maximum life expectancy is up to 15 years.
3. The highest number is found in Semien Mountains.
Activity 4.3:: Short answer
1. March and June
2. one year
3. 150-165 days
4. rocky mountain, gorges, outcrops and loose stony screes
5. shrubs and herbs

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LESSON 2
Post-listening
Let students to work on the following post-listening activity.

Activity 4.4: Try the questions individually and share your ideas

1. What popular endemic animals are found in Oromia?

2. Do you know the national parks that host endemic animals in Oromia?
3. What endemic animals are you familiar with?
4. Describe one of the endemic animals that you are familiar with in one single paragraph.

SECTION TWO: SPEAKING

LESSON 3
Activity 4.5:
Let students read what they write about the animal they are familiar in front of the class. This
helps to develop their creativity and confidence to speak in front of the audience.
Activity 4.6:
Let them in pairs
➢ Using the information given in the table encourage them to talk about the places and
the unique features of the given animals.
➢ Ask randomly what makes the Red Fox unique? Where does it live kind of questions
➢ Motivate them to ask and to respond or to talk about each animals with their partners
➢ Praise their efforts
Lessons Four and Five
Section Three: Pronunciation
For your information, the sound /ŋ/ is a velar, nasal consonant. To produce this sound:
➢ Touch your sof t palate (the sof t part of the roof of your mouth) with the
back of your tongue.
➢ Let air f low out of your nose.
➢ Your vocal cord s should vibrate.
The sound /ŋ/ is
➢ Found in word s listed in the stud ent’s textbook and other similar word s.
Read the word s and encourage them to say af ter you or af ter better stud ents
who can possibly pronounce the word s correctly say the word s.
➢ Give them a chance to say the word s and the sentences having d if f erent

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word s of /ŋ/ sound in chores and ind ivid ually.

/ŋ/ sound is also found in suffixes ending with "-ing."

For example,
➢ Progressive verbs: I was sleeping. You are cooking.
➢ Gerunds: Sleeping is good . Writing is hard .
➢ Present participial adjectives : The movie was exciting. This class is
boring.

SECTION THREE: READING

LESSON 5
Pre-reading
Endemic Wild Animals in Ethiopia
❖ Encourage stud ents: to pred ict what the read ing text will be about by looking
at the pictures
❖ Motivate them to talk in English about the various end emic animals, where
they live, etc.
While reading
❖ Ask all stud ents to read the passage bef ore class, but specif ically assign six
stud ents to read a paragraph about the story of each animal in f ront of the class
turn by turn.
❖ Help them if they mispronounce word s.
❖ Then, let the whole class read silently and ind epend ently to answer the while
read ing activities.
❖ It would be more realistic if you bring pictures of these animals and give
stud ents to talk about them .

Activity 4.11: True/False (Possible Answers)

1. False
2. True
3. False
4. True

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Activity 4.12: Guessing Pictures (Possible Answers)

Picture 2 Gelada Baboons

Picture 3 The Mountain Nyala

Picture 4 The Ethiopian wolf

Picture 5 Walia Ibex

Picture 6 Menilik Bushbucks

Activity 4.13: Table Completion (Possible Answers)

Lists of Endemic Wild Animals in Where they live

Ethiopia
1. The Ethiopian Wolf Bale Mountains
2. Walia Ibex Simen Mountains
3. The Mountain Nyala Bale mountain park
4. The Bale Mountain Vervet thick bamboo forests of the park
5. Menilik Bushbucks Ethiopian highlands
6. Gelada Baboons Simen Mountains

LESSON 6
Post-reading
❖ In groups of three, let students talk about the questions.

❖ Encourage students to talk about why the benefits of having these endemic animals in
Ethiopia as a tourist attraction place
❖ Let them to make it specific and talk about the advantages for the local community

❖ Motivate them to report the result of group discussion to the whole class.

SECTION FOUR: VOCABULARY

LESSON 7
Give them a chance to read the reading passage once again
Tell them to find out similar words in the reading passage that have similar meaning from the
given once
Then, motivate them to read the dialogue and to guess the meanings of the words in bld from
the context

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Activity 4.15: Finding Synonyms (Possible Answers)

1. endemic 5. fame
2. landscape 6. inhabitant
3. endangered 7. huge
4. habitat
Activity 4.16: Guessing meanings from the context (Possible Answers)

1. extinct- no longer existed

2. conserve- protect
3. in danger-in a situation in which something bad or harmful may happen
4. greed-selfish desire for something
5. hunting-the activity of searching or chasing wild animals
6. prevent-stop or keep something thing from happening

SECTION FIVE: GRAMMAR

LESSON 8: PREPOSITIONS
Activity 4.17:
❖ Give them time (3 minutes) to read and notice the prepositions from the given short text
before you directly teach them about prepositions.
❖ Tell them that words like of, onto, to and in are prepositions that are found in the
paragraph

Activity 4.18:

❖ Organize them in groups of three

❖ Ask them to write their own sentences using prepositions
❖ Give them time to read their sentences before you give a brief explanation about what
prepositions are, examples and uses.
LESSON 9
Prepositions answer key
Activity 4.19: (Possible Answers). Prepositions can be repeated.
1 by 2 about 3 from 4 in 5 for 6 out of 7 in 8 for 9 to 10 to

Activity 4.20: (Possible Answers)

1. in 2. next to 3. over 4. on 5. besides 6. In front of 7. On

LESSON 10

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Activity 4.21: Activity 2: Arranging Sentences with prepositions (Possible Answers)

1. They need to work on Saturday.
2. He wants to have lunch at 1:00.
3. You need to work until tonight.
4. I need to buy a computer.
5. She likes to play tennis.
6. We want to watch the game.
7. He likes to study in the library.
8. I need to do my homework.
9. I was calling with my mother.
10. She wants to ask a question.
Activity 4.22:
1. in 2. at 3. of 4. at 5. in 6. with 7. in 8. on 9. in 10. of
LESSON 11
Activity 4.23: (Possible Answers)
Jebessa is a school teacher. He is from Jimma. He lives in Finfinnee, but he works in Adama.
Every Monday to Friday, he leaves home at 7.00 in the morning and drives 99 kilometer from
Finfinnee to Adama. He teaches English from 9.00 in the morning to 3.30 in the afternoon,
and then he leaves school. He arrives home at 7:30 in the evening as the traffic is very crowded.
Jebessa works in Adama five days a week, and he teaches English in private schools in
Finfinnee on the weekends.

SECTION SIX: WRITING

LESSON 12: Writing Supporting details
❖ Before you let students write supporting sentences, tell them what paragraph is
❖ Explain a few points about topic and supporting sentences.
❖ Encourage them to be in small groups and to study the sample paragraph having topic
sentence and supporting sentences

Note that: A topic sentence is a sentence that carries out the main or the central idea of a
paragraph while a supporting sentence as the indicates supports or gives more information
about the topic sentence by explaining or giving detail examples. In writing, a paragraph,
students need to identify these two concepts.

Activity 4.24: (Possible Answers)

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❖ Give them some time to read and identify the main point or topic sentence and
supporting sentences alone
❖ Let them sit in small groups and discuss
❖ Encourage them to share their ideas and give comments to their group mates
❖ Round the class and give comments, praise them
Main point: People lie for different reasons
Supporting details:
1. Supporting detail: to avoid hurting someone’s feelings
2. Supporting detail: to avoid a fight, argument
3. Supporting detail: to fit in when they listen to a boring person
4. Supporting detail: to avoid spending more time with someone
LESSON 13
Main point: There are different national parks in Ethiopia for wild animals to live in.
Supporting details:
1. Supporting detail: Simien Mountain
2. Supporting detail: Bale National Park
3. Supporting detail: Omo National Park

LESSON 14
➢ Organize them in small groups
➢ Let students think about ideas that go with the main ideas such as good father, enjoy
playing foot ball etc
➢ Tell them to write supporting details that could possibly justify why their father is a
good father, why English is their favorite subject etc
➢ Give them clues to think of characteristics of a good father such as being caring, loving
person
➢ Mix different groups to share ideas
➢ Assist them and praise their efforts
➢ Let them read to the class and give comments and possible supporting details for each
topic sentence
LESSON 15
➢ Give them 5 to 7 minutes to read the text
➢ Ask them to put hyphen in the appropriate place

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Activity 4.26: Possible places to put hyphen

Spotted Hyena
Humans and carnivores are co-occurring in many landscapes and especially in urban areas.
These much-maligned scavengers can be found across the country. But in Harar–a hilltop,
walled city in the east–they are legendary. Farmers feed the hyenas daily, a tradition that started
in the 1960s as a way to prevent them attacking livestock. This ritual, which involves the so-
called “hyena men” hand-feeding the animals with scraps of raw meat, has become a popular
tourist attraction.

➢ Explain briefly the most important uses and places of hyphen by adding your own
examples and encourage students to be in pairs and to write examples where we put
hyphens.

LESSON 16
Activity 4.27: (Possible Answers)

1. Gemechu has a three-year -old child.

2. There are fifty-five students in this class.
3. They need to co-operate to each other.
4. The ex-director of the school has been appointed as chief of the National Election
Board.
5. Gebremariam will be home after school between 3:30-4:00 PM.
6. My teacher told me to have in-depth knowledge.
7. He re-sent the message as it failed to deliver.
8. The teacher had to de-escalate the tension on the play-ground.
9. The teacher follows learner-centered approach of teaching.
10. I came here to re-sign the petition.

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UNIT FIVE

DAIRY
SECTION ONE: LISTENING
The Status of Ethiopian Dairy Farming

With a population of about 110 million people, Ethiopia is the second-most populous country
in Africa. This is a huge market opportunity for milk and milk products. Ethiopia has one of
the highest cattle populations in Africa, estimated at 60 million heads. Although camels, goats,
and to a lesser extent sheep, are used as milk animals about 90% of milk comes from cows.
Unfortunately, milk production and consumption is very low. This is because of different
factors.

For example, in rural areas, the animals used by smallholder farmers are local breeds which
aren’t selected for milk production. And animals are managed in a traditional way. Mostly they
depend on natural pasture with no supplementary feeds and that the quantity of milk is low, so
milk is mainly used for household consumption, not marketed and any surplus is usually
converted into butter and sold in local markets.

The situation is very different in more urban areas where farmers use crossbred, as well as high
grade, dairy animals. They have access to artificial insemination, use more intensive systems,
concentrate feeds and have access to animal health services. But these farmers account for only
1% of the dairy cattle population in the country. They supply milk to consumers in major urban
centres, mainly through the informal market, though some is also sold to processing plants. But
because this system uses such a tiny proportion of the dairy cattle population, milk supply is
low.

The country produces about billion liters of milk per year. Per capita consumption is very low,
estimated at about 20 liters, though rising consumption levels in Addis Ababa have brought it
to about 40 liters.

The Food and Agriculture Organization recommends that the per capital consumption of milk
to be about 200 liters, meaning 22 billion liters of milk is required. At the current production
rate, there’s an annual shortage of about 18 billion liters.

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There are some challenges that the sector face. The first is that local breeds provide about 1.5
liters per cow per day, but in developed countries like United Kingdom(UK), the average cow
produces bout 25 - 30 liters. The local breeds used in Ethiopia also have a short lactation length
of about 150 days. Ideally for improved dairy breeds it is about 305 days.

LESSON 1

Pre-listening
➢ Organize students in three or four groups
➢ encourage them to see what is in the pictures
➢ Gather any information that they have about what dairy farming is and you can explain
also few points in order to guide them. You may explain that just like any other types
of farming, dairy farming is a type of agriculture that is focused on producing milk.
➢ Try to elicit as much information from students as possible regarding the current
situation of dairy farming in Ethiopia as they might know something from their prior
experience.
➢ Assess the students’ performance based on their oral responses

While listening
➢ Tell them to read the questions for 2 to3 minutes before you start reading the listening
the text.
➢ Give them instructions to listen carefully each paragraph in the text and make short
notes which will be later used to write specific and essential information from each
paragraph
➢ Motivate them to pay attention to what they have listened and read the text twice.
➢ Tell them that in the first reading, they should simply listen carefully to understand the
gist or the main idea of the listening text and second listening, they should start writing
responses on their exercise books.
➢ Observe if students have serious difficulties in paying attention while the reading is
going on.
➢ Then, give them some time to exchange their exercise books and to share ideas about
the correct answers with their partners and have a whole class discussion with the
correct answers.

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Activity 5.2: (Possible Answers)

1. Ethiopia
2. cows
3. low
4. billion
5. Animals in rural areas are not selected for milk production
Animals are managed in a traditional way, and they are not well-nourished.
6. 305 days

LESSON 2
Post-listening
➢ Help students work on the post-reading activity.
➢ Give them clues or add points like in order to have a good dairy farming, besides having
cows/animals and food, adequate places equipped with materials such as swing over
milking parlors which helps cows to feel comfort and not to hurt and milked easily is
essential.
➢ Also, let them revise what they have understood from the listening text and write a
summary first individually and then in small groups
➢ Give them time to report to the class
➢ Praise their efforts

SECTION TWO: SPEAKING

LESSON 3: Debate

➢ Elicit information from students about what debate is about; their experience rules etc.
and explain the points stated below before carrying out the debate.
➢ Prior to the debate session, encourage students to collect all the essential evidences from
experts or written documents and conduct their debate under the motion, “Ethiopian
Cows versus hybrid Cows in Qetting Quality Milk”
➢ Before the students conduct the debate, discusses what a debate is, major procedures
essential in conducting debate, how to prepare oneself for debate and the like.

➢ After the students have developed their awareness about debating, give them time to
prepare them themselves.
➢ Divide the students into groups of 6, three supports and three of them will be against
the issue.

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 English for Ethiopia Grade 7 Teachers Guide

➢ Tell them that what matters is not the topic, but the way they convince people and to do
that they need to collect evidences and read about how the indigenous cows is
differentiated from the hybrid ones in terms of quality or quantity of milk, food
consumption, resistance to diseases etc. broadly and they may narrow the topic to what
they want specifically.
➢ They should prepare and rehearse the main points before presentation or jot down the
main points and refer only the essential points to talk. Encourage them to avoid word
for word reading and they should take turns to speak.
➢ Inform the students that they argue for an issue not with the person or the students in
the opponent groups.
➢ You may assign a chair person from the group who may introduce the speakers, manage
time and announce the winners.

Points to Remember for the Teacher

Debate is a discussion or argument involving opposing viewpoints. It is a formal contest in

which the affirmative and negative sides of a proposition are advocated by opposing speakers.

In a debate, usually, there are two teams, each consists of two or three speakers. Each team has
two or three constructive speeches, and two to three rebuttal speeches. The affirmative gives
the first constructive speech, and the rebuttals alternate: negative, affirmative, negative,
affirmative. The affirmative has both the first and last speeches of the debate. In general, in a
debate, the following are essential:

❖ Listen attentively.
❖ Be respectful and supportive of peers.
❖ Speak only when recognized by the moderator/chair person.
❖ Use grammatically correct language.
❖ Speak clearly, slowly, and loud enough to be heard by the audience.
❖ Speak with passion and excitement.
❖ You may bring some brief notes, but you may not read them.
❖ Maintain good eye contact with the audience/classmates and teacher.

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LESSON 4: PRONUNCIATION

These two lessons basically focus on giving students the opportunity to practice pronouncing
long and short[u] vowels sound. You have to know that (u) has oo sound.

➢ Refer to dictionary on how to pronounce those words listed in the text to teach the
correct pronunciations for the students as a model person.
➢ Let them say the words and sentences after you.
➢ Get students read out the words with the above vowels in different sentences turn by
turn.
➢ Encourage them to add oo sounds or to write their own words they know having short
and long (u) sounds.
➢ You can add your own examples such as book, zoom, soon etc.

SECTION THREE: READING

LESSON 5

Pre-reading

➢ It is a stage where you motivate students to get ready for the reading and do assessment
of students’ prior knowledge.
➢ Ask simple questions like why do you (children) like milk to inform indirectly that the
passage is something related to milk.
➢ Ask them if they know how milk is processed in their locality
➢ Let them to relate the listening text about the dairy farming in Ethiopia with this related
text to understand the reading better.
While reading
➢ Read the passage to the whole class loudly to model the right pronunciations
➢ Select a few students to read (particularly those who have reading difficulties) and
check how he/she reads words, makes intonation and stresses etc.
➢ Get the whole class to read independently and silently for better comprehension to
answer comprehension questions

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 English for Ethiopia Grade 7 Teachers Guide

Activity 5.12: (Possible Answers)

1. Poor
2. It has contribution as a means to generate income, creating job opportunities etc.
3. There is an increase in milk demand and consumption and capacities for improvements
are available.
4. It results wastage and public hazards/health problems.
5. Traditionally, it is believed that milk should be given to children, cats and for sick
people.

Activity 5.13: Reference Questions (Possible Answers)

1. Ethiopia
2. Political stability, conducive climate, government policy reforms and market
orientation
3. Ethiopia
4. insufficient raw milk supply

LESSON 6

Post-reading
❖ Give students opportunity to relate the text to their own day to day real life situations.
❖ Let them to gather information about the extended activity given which is “Ethiopia is
the first in Africa in its livestock resource, yet it is the first in importing milk products
from other countries which have less number of livestock.” Explain them that this is a
paradox and let them to report the solutions.
❖ Encourage them to write about how dairy farming or producing milk in large amount
benefits the country.
❖ Give them a chance to read their reports and paragraphs
❖ Give them constructive comments
SECTION FOUR: VOCABULARY

LESSON 7

➢ Encourage students to read the passage once more to find out the meanings of words
in bold

➢ Ask them to construct their own sentences using the words given which are from the
reading passage.

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➢ Let them compare their answers with their partners

➢ Motivate them to comment on their peers sentences
➢ Give them constructive feed back
Activity 5.15: (Possible Answers)

Activity 1: Guess the meanings of the words in bold as they are used in the passage.
1. farm animals like cows
2. a consumer's desire to purchase goods
3. utilization; using resources
4. people who purchases goods and services for personal use
5. wrapping
6. physical work
7. raw milk
8. It refers to the process of collecting sperm cells from a male animal and manually
depositing them into the reproductive tract of a female.

SECTION FIVE: GRAMMAR

LESSON 8

Activity 5.17:

❖ Start with the dialogue given

❖ Let them act out the dialogue or practice the conversation in pairs.
❖ Ask them to underline the verb forms: going to +v1 or will +v1 to understand the
form and uses of future tense in context.

Activity 5.18:

➢ Tell them to read the given example

➢ Ask them to write their own immediate and future plans based on the given example.

LESSON 9

➢ Explain the uses of going to by giving different examples

➢ Add your own examples or ask students to add more.
➢ Tell them the form: be+going to, where be refers to the verbs to be and in present
tenses, they substitute: is, am and are. “is” is used with singular subjects
(he/she/it),am for the pronoun I and are for plurals, we/you and they.

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Activity 5.19: (Possible Answers)

1. B 2. B 3. C. A 4. A 5. A

LESSON 10
➢ Give them also a brief lecture on use of will by providing different examples
including its forms.
➢ Every time they work on the activities, encourage them to self-assess and self and
peer correction.
Activity 5.20 Possible Answers
1. I am going to
2. are going
3. will
4. are getting
5. will be
6. are seeing (meaning meeting)
7. is going to
8. will
9. are going
10. is not going to

LESSON 11

Activity 5.21: Possible Answers

1. Am going to
2. Is going to
3. Will
4. Will
5. Am going to
6. Won’t
7. Am going to
8. Will
9. Will, yes, I will
10. Am going to
Activity 5.22: Suggested Answers
1. am going to write
2. I will turn
3. A) is coming, B) are coming
4. will help
5. are going to swim

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SECTION SIX: WRITING

LESSON 12

Writing an outline

➢ This section basically focuses on producing outlines.

➢ Explain the essence of outlining prior to developing paragraphs briefly using the
notes as a guide
➢ Let them read the sample critically
LESSON 13
Activity 5.23:
❖ Let students think about the best teacher they admire
❖ Ask them to think of why they admire him/her
❖ Tell them to jot down points that indicates why they like teacher X or Y better than
the others
❖ Inform them to put their ideas just like the once given in their textbook
❖ Make them in small groups and share ideas
❖ Encourage them to learn from others and to comment their friends papers
❖ Give them feed back
❖ Praise their efforts

LESSON 14
❖ Organize them in small groups-probably three different groups
❖ Give each group three different questions given in their textbook
❖ Ask them to write outlines
❖ Check them how they write
❖ Form different groups by taking students from each group
❖ Tell them to share what they write in each group
❖ Make sure a representative from each group is available
❖ Tell them to report
Activity 5.25:
❖ Ask them to think of any interesting topics that may have an idea
❖ Tell them to write out lines
❖ Encourage them to read to the class

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 English for Ethiopia Grade 7 Teachers Guide

LESSON 15
Exclamation Mark!

Activity 5.26, 5.27

❖ Let them read the text given

❖ Encourage them to circle the exclamation mark (!)
❖ Ask them to talk about the use of exclamation marks
❖ Le them write a few examples
❖ Explain why and how to use this punctuation mark with brief examples given.
Activity 5.28: Suggested Answers
1. Wow! What a nice shirt.
2. Hey! What are you doing?
3. Speak! I am listening to you.
4. Baby, don’t touch that!
5. What a lovely view you have here!
6. Oh! I forgot to bring my purse.
7. Hush! Silence in the library.
8. The meal was so good!
9. Look! There is a monkey in my bedroom.
10. Oops! I dropped my exercise book.
LESSON 16
Activity 5.29: Suggested Answers

1. Senait was shaking her head. She suddenly was yelling, “Can I tell you what I feel? Can I
tell you? We are the one only one joking right now. This is obvious! Obvious! We’re playing
games. We’re dancing and we’re drinking while the country is in a mess and people are dying.
And you! You’re simply insulting on face book. You’ve to stop it! Okay? Okay? Stop it! Damn
you! We’ve got to all stop it!” She was screaming.

2. “Mind that log! Shouted Yosina. “What did you say?”, replied Tseganesh. “I said,” be
careful! But it was too late. There was aloud scream from the wood. “Oooww! My foot, my
foot! How do you know when you’ve broken a bone Yosina?” Yosina ran into the wood to try
and find Tseganesh. “Tsegi! Tsegi! Where are you?” “I’m over here Tsegi. Tseganesh shouted,
Help!Help!” Yosina eventually found Tseganesh lying by the big log. “You stupid! I told you
to be careful. Why didn’t you look where you were going!” “What are we going to do?”

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Activity 5.30:

❖ Remind them that exclamation mark is used to express d ifferent emotions

❖ Tell them to assume that the people on the pictures are saying different things as given
in the example
❖ Encourage them to write what do people say in English when they get shocked, angry,
surprised etc
❖ Explain the instruction briefly
❖ Tell them that there are many answers for the same question and similar responses for
different but related situtaions
❖ Assist them

Activity 5.30: People sayings to situations. You can use different expressions. (Possible
Answers)

1. What a shock!
2. You have made me angry! What a rude man you are! ·
3. Ooh! Wow!
4. How dare you do this! Why!
5. Watch out! Be careful!
Activity 5.31:
❖ Get them to be in pairs
❖ Ask them to think about what people or they themselves say while watching football
matches or winning a completion and other scenarios given
❖ Tell them to write appropriate expressions
❖ Remind them to use exclamation marks in the right place
❖ Give them comments
❖ Praise their efforts
Activity 5.31: Suggested Answers (A number of options are possible)

1. Bravo! Fantastic goal!

2. Surprise!

3. Oh, my God! My goodness! That’s horrible!

4. You won it! You did great!

5. What a horror!

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UNIT SIX

LAND CONSERVATION

Section one: Listening; Furrow

Lesson 1

Pre-listening

Activity 6.1

Get students to look at the picture of furrows and:

1. Let students work on the activity.

2. Ask them to sit in pairs and talk about if they have seen this kind of place in their area

3. Let them talk about what a furrow is and the uses of furrow

4. Make students to talk with a partner about what can be included in the listening text
based on the title and the picture

Read the following text and let students do the while listening activities.

Furrow

A furrow is a long narrow trench or row. Planting in furrows allows for more uniform rows in
gardening or irrigation. The rows enable farmers to avoid weeds easily and to make irrigation
simple. Moreover, irrigation furrows have the ability to help maintain soil moisture and to
improve water use during periods of drought. Farmers use furrows to protect land.

In the operation of furrow irrigation systems, the soil infiltration rate is extremely important. If
the infiltration rate is excessively high, the depth of water entering near the furrow is much
greater than at the field's end. Furrow irrigation is only practical if the soil water rate is high
enough. Management procedures must be adjusted to the field conditions at the time of
irrigation in order to operate a furrow irrigation system efficiently.

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While- listening

Activity 6.2

1. Ask students to copy the diagram in the student’s book into their exercise book

• Tell them to listen to the dialogue and fill in the diagram with correct information
• Move around and assess their answers.
• Get students to sit in pairs and compare their answers.
• Praise the effort of the students and write the correct answer on the board.

2. Get students to Copy the questions in the student’s book in their exercise books.

• Let students Listen to the dialogue again and write their answers for questions 1 and 2
• Let students sit in pairs and compare their answers to the two questions.
• Move around and assess their answers.
• Ask some students to share their answers. Praise their efforts and write the answers on
the board.

Get them to make corrections in their exercise books.

Answers to the while listening questions

Activity 6.2.

1. The uses of rows or furrows are: a. to avoid weeds easily b. to make irrigation simple
c. to help maintain soil moisture d. to improve water use during periods of drought.

2. Copy the questions in your exercise book. Listen to the dialogue again and write your
answer.

A. Using furrows B. In gardens and irrigation

Post-listening

Activity 6.3

1. Tell students to think of other techniques of protecting land and:

A let them be in pairs and describe the techniques of protecting land they know.
• Praise their efforts and

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B. Get them to sit in groups of four and:

• share the techniques they know to their group members.
• Move around and assess their answers.
• get some students to report the points in the discussion to the whole class.
• Praise for their efforts.
Possible answers for Activity 6.3
1. Techniques of protecting land could be
• Planting trees
• Contour plowing
• Terracing

Lesson 2
Section Two: Speaking; Expressing Opinion, Pronunciation

Activity 6.4; Expressing Opinion

1. Get students to study the dialogue

• Get them to act out the dialogue sitting in pairs.

• Move around and assess their efforts.
• Praise them for their efforts and
1. Ask students to prepare a similar dialogue sitting in pairs.

• Tell them to include opinion starters like in my opinion, I think and the like in
the dialogue they prepare.
• Get them to sit in groups of four and act out their dialogue with their partner
taking turn.
• Move around and assess their efforts.

• Allow some students to act out their dialogue in front of the class.
• Praise them for their efforts.

Activity 6.4

Let students practice the dialogue.

Focus on the expressions written in bold during your teaching.

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Lesson 3

Activity 6.5; English Pronunciation of /ɪ/ (I) and /i:/ (EE)

A. Tell students that they will practice the pronunciations of /ɪ/ (I) and /i:/ (EE) vowel sounds
• demonstrate to your students the correct mouth position when pronouncing /i: / (EE)
and /ɪ/ (I) as explained below:

➢ /i: / (EE)

This is a tense vowel, and requires the following:

• tense (facial) muscles

• lips spread, with a smile
• tongue higher in mouth
• muscles in throat constricted

➢ /ɪ/ (I)

This is a relaxed vowel, and requires the following:

• relaxed (facial) muscles

• jaw slightly drops (NO smiles)
• tongue relaxed
• muscles in throat are not tense

B. Tell your students that if they are unsure about how/where their tongue should be, they can
do the “finger test” to check for placement. Let them place their index [pointer] finger in their
mouth, angled upward so it’s on the roof of their mouth. If they make the EE sound, they should
feel pressure on their finger because their tongue is pushing up onto it. If they make the I sound,
they should not feel this pressure because their tongue should not be touching their finger.
Practice, practice, practice! Make them continue practicing these sounds individually until they
actually feel a difference in the two.
1. Then move onto reviewing the individual words with/i:/ (EE) vowel sounds.
• Get students to say the words after you.
• Get students to be in pair and read the words taking turn.
• Move around and check if students pronounce words correctly.

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• Get students to read the words for the whole class and give feedback.
2. Ask students to practice/ɪ/ (I) vowel sounds

• Get students to say the words after you.

• Get students to be in pair and read the words taking turn.
• Move around and check if students pronounce words correctly.
• Get students to read the words for the whole class and give feedback.

Activity 6.6. Get students to copy the words and the table in the students’ book in their exercise
books

• Tell students to sit in pairs and write the words with /ɪ/ sounds in the left side of the
column and the words with /i:/ sounds in the right side of the column
• Move around and check if students write the words in the right column
• Get some students to read the words in each column for the whole class and give
feedback.
Answer for activity 6.6

Words with /ɪ/ sound Words with /i:/ sound

ill fill hip itch live Feel heap each leave Leak
lick sin tick scene teak

Lesson 4

Sentence Practice:

When learners are focusing on the sounds alone, it can be quite easy once they get comfortable.
So add the challenge, and make it more natural and realistic by practicing the words in sentences
with a combination of other sounds.

Activity 6.7. Read the following sentences with the /i:/ or /ɪ/ sound after your teacher and
practice them with a partner:

• Get students to listen when you are reading the sentences with the /i: / or /ɪ/ sound.
• Let the students read the sentences after you.
• Get students to sit in pairs and read the sentences taking turn.
• Move around and assist students if they are challenged.

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• Ask some students to read the sentences with the /i:/ sound.
• Praise their efforts and give feedback.

Section Three: Reading

Land conservation

Lesson 5

Pre-reading

Activity 6.8. Ask students to look at the three pictures and:

A. Discuss in groups of three about the differences among the three pictures.

B. Get them to discuss which picture attracts them

While reading questions

Activity 6.9. Get students to decide if the statements about land conservation are true or false
6
based on 7 topic of the reading text.
the clues from the pictures and the

• Ask students to sit in pairs and compare their answers.

• Get some students to tell their answers to the class
• Praise for their efforts and give feedback.

Answer: 1. True 2. False 3. True 4. True 5. False

Activity 6.10. Ask students to copy the words that ask references in their exercise books.

• Get them to do the questions individually.

• Tell them to sit in pairs and compare their answers.
• Move around to assist and check students’ progress.
• Ask some students to tell their answers to the class.
• Praise their efforts and give feedback.

Answer

A. they (paragraph 2, line 1) refers to lands and their natural resources

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B. it (paragraph 2, line 3) refers to restoration

C. it (paragraph 3, line 2) refers to pollution

D. they (paragraph 4, line 3) refers to conserved lands

Activity 6.11. Ask students to copy the matching questions from the student’s book into their
exercise books.

• Ask students to do the matching activities individually.

• Get students to sit in groups of four and discuss the answers for the matching
activities.
• Ask some students to tell their answers to the whole class.
• Praise their efforts and give feedback.

Answer

C. Match the pictures with the benefits of conserved lands

Picture Letter Benefits of conserved lands

B Enable recreation
A Reinforce tourism
C Increase public health

Lesson 6
Activity 6.12: possible answer

Paragraph Main idea

2 Techniques of land conservation

3 Benefits of land conservation
1 Definition of land conservation
Activity 6.13: Ask students to read the passage silently and complete the sentences.

• Get students to do the questions individually.

• Get students to check their answers in pairs.
• Allow some students to tell their answers to the whole class.
• Praise students’ effort and give feedback

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Possible answer
1. Land conservation
2. Nondestructive or mild methods or mild
3. Restoration
4. Water

Section Four: Vocabulary

Lesson 7

Activity 6.14: Ask students to copy the matching activity in their exercise books.

• Get them to match the words in column ‘A’ with their meaning in column ‘B’ as used
in the passage individually.
• Move around and assess their answers while doing the activity.
• Allow students to sit in pairs and compare their answers.
• Get some students to tell their answers to the whole class.
• Praise their efforts and give feedback.
1. Possible Answer for meaning related questions

1. g 2.h 3.d 4.c 5.a 6.b 7.e 8.f

Activity 6.15: Ask students to copy the sentence completion activity in their exercise books.

• Get them to complete the sentences using the appropriate words written in bold in the
passage.
• Move around and assess their answers while doing the activity.
• Allow students to sit in pairs and compare their answers.
• Get some students to tell their answers to the whole class.
• Praise their efforts and give feedback.

Possible Answers

1. Recreation 2. Remediation 3. Contaminated 4. restoration 5. Reinforces

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Lesson 8

Synonyms and Antonyms

Explain that synonyms and antonyms are useful to know because they improve reading and
writing skills. Inform students that it is important to remember that synonyms are not words

that have the same meaning, but rather, words that have similar meanings. Tell them that by
learning antonyms, students learn the logical opposites of important words, thus enhancing their
overall command of language.

Activity 6.16: Ask students to tell whether each pair of words in their text books is synonyms
or antonyms.

• Tell students to do this activity individually.

• Get them to sit in a group of four and discuss their answers.
• Move around and assist groups if necessary.
• Allow some students to tell their answers for the whole class.
• Praise their efforts and give feedback.

Possible answer

1. Antonym 2. Synonym 3. Antonym 4. Antonym 5. Antonym 6. Antonym 7. Antonym

8. Synonym 9. Antonym 10. Synonym 11. Antonym 12. Antonym

Section Five: Grammar

Countable and uncountable Nouns

Lesson 9

Activity 6.17: Ask students to list five countable nouns with a partner.

• Move around to check if students are doing well and assist them if need be.
• Get them to sit in groups of four and check whether the listed nouns are countable.
• Allow some students to tell countable nouns t o the whole class.
• Praise their efforts and give feedback.

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Answers are optional

Lesson 10

Activity 6.18: Get students to copy the activity in their exercise book.
• Ask students to identify if the nouns underlined are countable or uncountable.
• Get students to sit in pairs and check their answers.
• Allow some students to tell their answers to the whole class.
• Praise their efforts and give feedback.

Possible answer

A. countable B. Uncountable C. Countable D. Uncountable E. Uncountable F.

Uncountable G. Countable H. countable

Lesson 11

Units of uncountable nouns

• Explain the units of uncountable nouns written on student’s text books.

• Give the following examples

A slice of bread two slices of bread

A piece of information three pieces of information

A cup of water five cups of water

A blade of grass six blades of grass

Activity 6.19: Get students to copy the activity in their exercise book

• Ask students to decide if the sentences are correct or incorrect.

• Get students to sit in pairs and check their answers.
• Allow some students to tell their answers to the whole class.
• Praise their efforts and give feedback.

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Possible answer

A. Correct B. Incorrect C. Incorrect D. Incorrect E. Incorrect

One of, all of, most of, none of

A. Explain with examples that:

• One of is always used with plural countable noun and followed by singular verbs

• A few of is always followed by plural verbs since it is always used with plural verbs.

• All of, most of, some of , and none of can be used with both constable and
uncountable nouns.

• Get students to remember the following patterns:

1. All, some, most, many, little, & few + noun: All students are in class.

2. All of, some of, most of, many of, little of, & few of + [determiner] + noun: All of the
students are in class.

B. Give examples like:

One of my friends is from Italy.

A few of my friends are from Italy.

Most of my friends are from Italy.

All of my friends are from Italy.

Some of my friends are from Italy.

None of my friends are from Italy.

Activity 6.20: Get students to copy the activity in their exercise book

• Ask students to complete sentences

• Get students to sit in pairs and check their answers.

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• Allow some students to tell their answers to the whole class.

• Praise their efforts and give feedback.
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Possible answers

1. None of the books 2. None of us 3. Some of it 4. None of them 5. Some of them 6. All
of it

Section Six: Writing

Lesson 12

Paragraph Writing

Elicit what a paragraph is; the elements of a formal paragraph and an outline of paragraph
writing

Activity 6.21: Get students to read the paragraph about “ My Summer Vacation Plans”.
• Ask students to practice outlining a paragraph based on the given form
• Get students to sit in groups of four and discuss on how they should organize the
outline of the paragraph.
• Let representatives of some groups read the outline to the whole class.
• Praise their efforts and give feedback.

Possible Answer
Topic sentence: This year, I've planned a relaxing summer vacation for myself.
A. Supporting Idea:
• waking up late in the morning
• discovering each day as if it were Sunday
B. Supporting idea:
• attend the music class

C. Supporting idea:

• regular riding
Concluding sentence: I'm really looking forward to my summer vacation.
Activity 6.22. Get students to copy the outlines on their exercise books.
• Ask students to write the paragraphs based on the outlines.

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• Get them to compare their paragraphs in pair.

• Ask some students to read their paragraphs to the whole class.
• Praise their efforts and give feedback

Possible answer

A.An excellent Job

An excellent job is one that is near to home. To begin with, the distance is short. The travel will
save you time and money on gas. Second, nearness to work allows employees to walk or cycle
to work. A walk or a bike ride is a great way to get some exercise. Additionally, walking or
bicycling to work is good for the environment. To conclude, the best job is one that is close to
home.

Outline B: major health risks associated with smoking

There is a number of major health risks associated with smoking. It is common knowledge that
smoking causes cancer. Smoking has also been connected to other lung diseases such as
emphysema and bronchitis. Smokers are also more likely to develop heart disease later in life.
Generally, smoking is a dangerous habit and should be avoided.

Lesson Thirteen

Activity 6.23. Ask students to write a paragraph about “The Uses of Water”

• Get students to outline for the paragraph writing in pair

• Ask them to write the paragraph individually.
• Get students to compare their paragraphs in pair.
• Allow some students to read their paragraphs to the whole class.

Since the paragraphs are based on the outlines, there could be a variety of paragraphs.

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Lesson 14

Uses of comma

Activity 6.24. Get students to copy the activity in their exercise books.

•. Get students to do the activity individually.

• Move around and assist students to do the activity.

• Ask them to compare their answers in groups of four.

• Allow some students to read their answers to the whole class.

• Praise their efforts and give feedback.

Possible Answer

1. Punctuate the following sentences using comma

1. The contractor testified that the house was completed, and that the work had been
done properly
2 The old man wore worn clothes, old shoes, and dirty hats.
3. December 7, 1941 will never be forgotten.
4. Chala was born on May 7, 1955, and his best friend was born exactly two months
later on July 7, 1955.
5. November 11, 1988 people of my village planted trees in the nearby mountain.
6. We used to live at Kebele 3, Bahirdar, Ethiopia but we have moved to Kebele 18,
Gondar, Ethiopia.

7. He replied, "I have no idea about what you mean."

8. "When" Zertihun asked, "will you return my book?"
Lesson 15
Give brief explanation about the uses of comma with different examples

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Lesson 16
Activity 6.25. possible answers
1. Oil, which is lighter than water, rises to the surface.
2. Meaza, who does not usually tell anyone what she feels, said she didn't want to go
to the dance.
3. The girl, with the bright friendly smile,wore a bright green scarf to celebrate the X-
Mass Day.
4. Dauphin Island, located off the coast of Alabama, is a favorite spot for fishing.
5. Zewdu, my cousin, hopes to graduate from law school in two years.

Activity 6.26. Punctuate the following sentences using comma

1. Yes, Helen did mention that all three of you were coming for lunch.

2. She was, as a matter of fact, mainly, interested in showing off her vocabulary.

3. Tomorrow, I believe, is the last day to register to vote in the June general election.

4. You don't want any more food, do you?

5. Did you do your homework, Gemechu?

6. The field was safe enough, wasn't it?

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UNIT SEVEN
VOLUNTEERISM
Section One: Listening Pre-Listening
Activity 7.1 Get students to look at the picture in students’ book and:
• Get them to sit in pairs and describe what they see in the pictures
• Write the words such as: Abebech Gobena, Caregivers, orphanage on the board and ask
students to tell to their partners which word represents which picture
• Get students to talk about what could be included in the listening text

Abebech Gobena’s humanitarian organization

The organization of the humanitarian, Abebech Gobena, runs a large number of aid projects in
a poor district of the capital Addis Ababa. The heart of the project is the orphanage. There, a
lot of boys and girls find material supply and care. Caregivers are with the children, raising
them as mothers. A trained caregiver in psychology assists the children with mental challenges.
Over the years, more facilities have been opened around the orphanage.

The school of the organization is attended not only by the children from the orphanage, but also
by several children from the surrounding neighborhoods. Only children from poor families are
accepted.

The children in the home also receive extra teaching in order to ensure their success at school.
The tutors teach the children not only technical knowledge, but also how to do homework
together and how the children can support each other. In addition, particularly poor children
receive a free lunch every school day. For the pupils, this is the main meal of the day and the
guarantor for school attendance and school success.

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While-listening

Activity 7.2

Activity 7.2. Ask students to copy the while listening questions before they listen to the text.

• Get students to read the sentence completion questions before listening to the text.
• Ask students to listen to the text and complete the sentences.
• Let them sit in pairs and compare their answers
• Allow some students to read their answers to the whole class.
• Praise for their efforts and give feedback.

Possible answers for the sentence completion questions

A.Humanitarian B. Orphans C. Addis Ababa D. Care-takers E. Facilities

Activity 7.3. Ask students to circle the correct word or phrase

• Get students to read each question before they listen to the text.

• Ask students to listen to the text and write their answers.

• Let them sit in pairs and compare their answers.
• Allow some students to read their answers to the whole class.
• Praise them for their efforts and give feedback.

Possible answers
1.humanitarian, 2.poor 3.tutors 4. Free lunch 5.orphanage

Lesson 2

Post-listening

Activity 7.4: Get students to answer the questions below

1. Ask students to retell the story of the humanitarian organization to their partner in their
own words.
• Move around and provide assistance if need be
• Ask some students to retell the story to the whole class.
• Praise them for their efforts and give feedback.

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2. Allow students to talk in groups of three on the post-listening activity.

Section Two: Speaking

Lesson 3

Activity 7.5: Get students to read the characteristics of the three persons and complete the
table

• Allow them to talk about the characteristics of the three persons.

• Get them to list the characteristics of each person in phrases individually.
• Move around and assist students who are in need.
• Let students sit in pairs and compare their answers.
• Allow some students to tell their answers to the whole class.
• Praise them for their efforts and give feedback.

Possible answer for describing the characteristics

person Characteristics
Hikma generosity of spirit, enjoys helping others, uses positive language

express gratitude and thanks, true to herself, follows her true nature
Ahmed
views sympathy and empathy as weaknesses to be avoided

Zerihun
never shares or gives anything without a motive

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Activity 7.6: Get students to sit in pairs and talk about the characteristics of the persons they
like and they dislike most with reason

• Move around and assist students who are in need.

• Allow some students to tell to the class about the person in the description they like
most and they dislike most with reasons.
• Praise them for their effort and give feedback.

Ask students to play a role sitting in groups of three acting as Hikma, Zerihun and Ahmed.

• Explain the life of the old woman to students.

• Get students to share the role.
• Encourage students to act out the role.
• Move around and assist those who are in need of your help.
• Allow some groups to play the role in front of the class.
• Praise students for their effort and give feedback.

Lesson 4

Pronunciation of /ə/ or Schwa vowel sound

A. Explain your students what /ə/ or Schwa vowel sound is in saying:

• that /ə/ or Schwa vowel sound is an English vowel sound.

• In the International Phonetic Alphabet it’s written as /ə/.
• The schwa /ə/ is a vowel sound found in weak or unstressed syllables in English
pronunciation.
• It sounds like a weak ‘uh’ sound eg. ‘carrot’ is pronounced /ˈkæ.rət/ KA.ruht.

B. Demonstrate on how the schwa /ə/ vowel sound is produced.

• with a neutral mouth position

• with the tongue flat
• with the jaw mid
• with the lips relaxed and unrounded.

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Activity 7.7: Practice the pronunciation of /ə/ or schwa sound when it is spelt with any of the
5 English vowel letters <a, e, i, o, u>.

• Get students to say out the words in the table of students’ book after you.
• Ask them to say out the words taking turn with a partner
• Ask some students to say out the words loudly.
• Praise them for their attempt and give feedback

Lesson 5

Activity 7.8 Ask students to copy the words in the table of students’ book in to their exercise
books

• Get them to underline the letters in the words that has /ə/ sound
• Allow them to compare their answers sitting in pairs.
• Ask some students to tell their answers to the class
• Praise them for their efforts and give feedback

Possible answer for activity 7.8

Was, the, after, tired, confirm, purpose, combine, customer

water, other, machine, photograph, famous, supply

Possible answer for activity 7.9

A. autumn. D. color F. vegetable G. dessert I. church J. girlfriend K. .nurse

L.. daughter

Lesson 6

A. Give brief explanation on how Schwa or /ə/ sound is used in function Words.

• Tell students that preposition, conjunction, auxiliary verbs and articles are among the
function words.

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• Explain them that many function words are pronounced with a schwa sound when
weak, and a different vowel sound when strong:
• Get students to say out the sentences in the three examples after you.
• Allow students to sit in pairs and practice saying out sentences taking turn.
• Move around and assist students who are in need.
• Let some students say out the sentences to the whole class.
• Praise them for their efforts and give feedback.

Example 3: Example sentences with /ə/ vowel sounds

forget /fəˈɡet/ focus /ˈfoʊ.kəs/ today /təˈdeɪ/

Don’t forget to focus on today.

second /ˈse.kənd/ occurred /əˈkɜːd/ region/ˈriː.dʒən/ It’s the

second time it occurred in the region.

Activity 7.10: Ask students to copy the activity in the students’ book in their exercise books.

• Get students to identify words with /ə/ vowel sounds in the sentences and read the
sentences with correct pronunciation individually.
• Let them sit in pairs and check their answers; and then, say out the sentences taking
turn.
• Move around and check if students are doing well.
• Allow some students to say out the sentences for the whole class.
• Praise them for their efforts and give feedback.

Possible answer for activity 7.10

1. Let’s take a walk around the park.

2. I like colorful balloons.

3. This is a great machine!

4. He is an important customer.

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5. I want to talk to foreigners.

6. What material is this?

Activity7.11. Get students to identify words with/ə/ vowel sounds in the paragraph of
student’s book.

• Ask students to listen to you when you read the paragraph.

• Get them to identify words with/ə/ vowel sounds in the paragraph of student’s book
individually.
• Allow them to sit in groups of four and discuss their answers and read the paragraph
taking turn.
• Move around to give help if there is a need.
• Ask some students to read the paragraph.
• Praise their efforts and give feedback.

Answer for activity 7.11

Markosl was walking through the woods, trying to find some animals to photograph. He
stopped, drank some water, and then carried on. After a while, he started getting tired, so he
decided to head back, when he came across a trap set by hunters. He sat down and tried to
break it, so the animals can stay safe. The trap made him very mad. Finally, he managed to
break it, but he hurt his ankle. Still, he was very happy to know that all the wild cats, rabbits,
and other animals will be safe.

Section Three Reading

Lesson 7

Pre-reading

Activity 7.12: Get students to look at the pictures of the helpless people in their book.

• Ask students to make a prediction about what will be included in the passage based on
the title and the pictures.
• Let students talk with a partner about the helpless persons in the pictures.

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• Get students to make a list of what they will do for the helpless persons if they live in
their area.

While- reading

Activity7.13: Get students to read the passage silently and match the paragraphs with their
main ideas.

• Get students to sit in pairs and compare their answers.

• Allow some students to read their answers to the whole class.

• Praise them for their effort and give feedback.

Answers for activity 7.13

Match the paragraphs with their main ideas.

Main ideas paragraphs

a. making new friends and contacts 1. d

b. the definition of voluntarism 2. a

c. opportunity to practice and develop social skills 3. b

d. connect community and make it a better place 4. c _

Possible answer for activity 7.14: what do the following words in the passage refer to?

a. ‘Others’ paragraph 1, line two refers to people

b. ‘it’ paragraph 1, line two refers to giving to others

c. ‘you’ paragraph 2, line two refers to readers

d. ‘it’ paragraph 3, line three refers to volunteering

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Lesson 8

Post Reading

Activity 7.15; Discuss the following questions with your partners

Make students sit in groups of four and discuss their answers for questions 1-3.

• Move around and check the points raised in the group discussion
• Let representatives of each group report the result of their discussion to the class.
• Praise them for their efforts and give feedback.

Section Four: Vocabulary

Lesson 9

Activity 7.15. Get students to copy the activity in their exercise book

• Get students to find words from the passage that have similar meaning to the given
words as used in the passage.
• Allow them to talk with a partner about their answers.
• Move around and provide help for those who need.
• Let some students read their sentences to the whole class.
• Praise them for their efforts and give feedback

Section Five: Grammar

The past perfect tense

Lesson Ten

A. Get students to look at the picture and read what the people in the picture say.

• Give brief explanation about the use of the simple past and the past perfect tense based
on the context given in the students’ book.
• Get students to use the table in the students’ book to compare the uses of the simple past
and the past perfect tense

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• Allow some students to reflect what they understand about the difference between the
simple past and the past perfect tense to the whole class.
• Praise their effort and give feedback with examples.

Activity 7.16: Get students to copy the activity in their exercise books. , and fill in the blanks
using past perfect tense.

• Let them do the activity first individually.

• Get them to sit in pairs and compare their answers.
• Allow some students to their answers to the whole class.
• Praise the students for their efforts and give feedback.

Answer for activity 7.16

A. had met B. had left C. Had bloomed D. had studied E. had already started F. had
reserved G. had had h. had lost

Lesson 11

Activity 7.17: Get students to construct their own sentences using past perfect tense.

• Let students read the situations and write sentences using the words in brackets.
• Get them to compare their answers with their partners’ answers.
• Move around and assist students whom you think are in need.
• Allow some students to read their sentences to the whole class.
• Praise the students and give feedback.

Answer for Activity 7.17

C. It had changed a lot.

D. I had not heard it before.

E. She had arranged to do something else.

F. The film had already started..

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G. We had not been there.

Activity 7.18: Ask students to copy the questions in their exercise books and fill in the
correct form of simple past or past perfect tense.

• Get them to compare their answers sitting in pairs.

• Move around to assist students who want your help.
• Allow some students to read their answers to the class.
• Praise the students and give feedback.

Answer to activity 3

A. Went, had been B. caught, had stolen C. painted, had never learnt D. did not tell, had
helped E. was, saw, had eaten F. was, had thought G. asked, happened

• On the basis of the time line, explain that the past perfect tense is used to express
completed action before anther past action begins.
• Illustrate the uses of the past perfect tense with a variety of examples.
• Get students to write their own sentences based on the indicated uses of the past
perfect tense and get some students to read their sentences to the whole class.

Section Six: Writing

Lesson 12
Concluding sentence

Briefly explain:

• What concluding sentence is,

• What concluding sentence starters are, and
• A step-by-step guide on how to write a concluding sentence based on the short note on
students’ book.

Activity 7.19: Get students to do the activity individually.

• Move around and assist students when they do activity 1.

• Allow them to sit in groups of four and discuss their answers.

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• Let some representatives of groups report the decision of their group to the class.
• Praise them for their effort and give feedback.

Possible answers of activity 7.19:

▪ b B) b C) a D) a E) b

Lesson 13

Briefly explain the characteristics of a good concluding sentence based on the note given in
students’ book.

Activity 7.20: Get students to do the activity individually.

• Move around and assist students when they do activity 2.

• Allow them to sit in groups of four and discuss their answers.
• Let some representatives of groups report the decision of their group to the class.
• Praise them for their efforts and give feedback.

Possible Answer for activity 7.20

A. a (uses a transition word) B. a-(restates the topic sentence)

C. a (restates the topic sentence) D. a (uses a transition word) E. 3 (statement that sums up
the paragraph)

Lesson 14

Colon and semicolon

Give brief explanation about the differences between the uses of colon and semicolon.

• Support your explanation with examples

Activity 7.21: Ask students to copy the activity in their exercise books.

• Get students to sit in pairs and do the activity together.

• Move around and assist students.

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• Allow some students to tell their answers.

• Praise them for their efforts and give feedback.

Possible answer for activity 7.21

1. Insert colon or semi-colon in the following sentences where necessary

A. Belaynesh failed her English test; nevertheless, she was able to get a good job.

B. I took my umbrella; it looked like it was going to rain.

C. There are two things about him that drive me crazy: his music and his cooking.

D. This is what I told him: “Buy yourself a bicycle, so that you don't have to borrow mine!"

E. The USA has a very large land area; Canada is even larger.

F. I bring everything I need to class every day: my pens, my books and my dictionary.

Lesson 15

Activity 7.22: Get students to write situations why colon is used in each senence.

• Ask students to sit in groups of four and discuss the answers of the questions.
• Get them to give reasons for their answers.
• Move around and assist groups.
• Allow some students to tell their answers with reason to the class.
• Praise them and give feedback.

Possible answer for Activity 7.22

Write the situations why colon is used in each sentence

1. The ratio of cows to the total number of animals that she treated is 3:4. (ratios)

2. He wanted to see three cities in Ethiopia: Nekemte, Dire Dawa and Harar.
(introduce a list)

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3. I usually eat lunch around 1:30 in the afternoon.(time)

4. The main character in the movie said: "Play hard. Work harder." (introduce quotation)

5. Never forget this point: think before you speak. (restates the other clause)

6. I wake up each day around 8:30. (time)

7. The dog trainer gave us this instruction: "Love your dog and she will love you."
(introduce quotation)

8. The alarm clock is set for 7:30. (time)

9. The ratio of apples to the total amount of fruit in this shop is 3:4. (ratio)

10. This house has everything I need: two bedrooms, a kitchen, and a garage.(to
introduce a list)

11. There are two choices at this time: run away or fight. (introduce a list)

12. I have a doctor’s appointment at 10:00. (time)

Lesson 16

The situations in which we use semi-colon

Activity 7.23: Give brief explanation about the situations in which we use Semicolon based
on points in the students’ book.

• Support your explanation with examples.

• Get students to copy the activity in their exercise books.
• Ask students to do the activity individually.
• Let them check their answers sitting in pairs.
• Move around and assist students.
• Allow some students to read out their answers to the class.
• Praise them and give feedback.

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Possible answers for Activity 7.23

1. To separate independent clauses 2. To separate independent clauses

3. The use of conjunctiva adverb to clarify relationship 4. The use of conjunctiva adverb to
clarify relationship

Activity 7.24 Get students to choose the sentences with the proper punctuation mark

Possible answer for activity 7.24

1. C 2. A 3. B 4. C 5. B

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UNIT EIGHT

FITNESS
Section one: Listening

Note for the teacher

Bruce Lee – Legendary Martial Artist

Bruce Lee was a well-known figure who had a lasting impact on fitness. When it comes to
fitness, Bruce Lee was much ahead of his time. He was known as the great Chinese movie st ar
who strove to bring Kung Fu to the masses. Dumbbells were said to be in every room of his
house, and he is qualified with a few workouts. Dumbbell is a short bar with a weight at each
end.

Bruce Lee had a strong understanding of fitness and nutrition. He stated that eating junk food
(food of little value) prevented the body from attaining its full potential.

Bruce Lee wrote several books, but Tao of JeetKune Do is his most valuable literary effort. It
explained his martial art and training theories.

Lesson One

Pre- listening

Activity 8.1: Get students to look at the pictures on student’s book and the activities that
follow.

1. Get students to sit in pairs and match the words in the students’ book with the pictures
they represent

2. Ask students what they know about Bruce Lee

• Get students to speak out what they know about Bruce Lee to their partner.
• Move around to assist students and to check their involvement in the activity.

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While-listening

Activity 8.2; Listen to the listening text and answer the following questions

Ask students to copy the table and complete the information in it while listening.

• Get students to compare their answers

• Move around and check the involvement of students in the activity.
• Let some students read their answers to the class
• Praise them and give feedback

Activity 8.3: Ask students to listen to the text again to do the ‘true or false” questions

• Let them sit in pairs and compare their answers

• Allow some students to read their answers to the whole class.
• Praise for their efforts and give feedback.

Activity 8.4: Get students to listen to the text for the third time to do the sentence completion
activity.

• Ask students to sit in groups of four and discuss on their answers.

• Move around to check the involvement of students in the activity.
• Allow some students to read their answers to the class.
• Praise them for their effort and give feedback.

Answer

Activity 8.2.

Nationality of Bruce Lee Chinese

Bruce Lee was known as figure who had a lasting impact on fitness
Bruce Lee’s lasting impact On fitness
Bruce Lee had a strong Nutrition
understanding of fitness and
Bruce Lee’s literary effort Tao of JeetKune Do

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Activity 8.3: Listen to the text again and say “true” if the statement is correct and
“false” if it is incorrect

1. Bruce Lee built his body eating junk food. False

2. .Bruce Lee had lifelong impact on fitness. True

3. Bruce Lee had dumb-bells in every room of his house. True

4. Fitness can be achieved by eating junk foods. False

Activity 8.4. Listen to the passage again and complete the following sentences.

A. Bruce Lee was much ahead of his time in fitness

B. Bruce Lee used Dumbbell for his fitness workouts.

C. Bruce Lee’ book explained his literary effort and training theories.

D. Bruce Lee was a legendary martial artist.

Lesson 2

Post-listening

Activity 8.5: Get students to sit in groups of four and discuss the questions that follow

• Get students to discuss what they know about Bruce Lee

• Ask students to discuss on :
• what would have happened to Bruce Lee if he had not got balanced diet
• What efforts are required to achieve fitness
• What contributions fitness has to the citizens of our country
• Move around and check if groups’ members are actively participating in the
discussion.
• Ask some students to tell their answer to the class.
• Praise their effort and give feedback.

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Section Two: Speaking

Lesson 3

Debate

Activity 8.6: Argue for or against the proposition “Fitness can be achieved by all people”

• Get students to sit in groups of five.

• Inform students that they are going to argue for or against the proposition “Fitness can
be achieved by all people”
• Get each group to select a chair person.
• Ask students to arrange two students who argue for the proposition and two students
against the proposition in each group.
• Move around and assess students’ argument.
• Use your checklist and evaluate the progress of students.

Lesson 4

Pronunciation of the ɔ sound

Activity8.7: Practice the pronunciation of /ɔ/sound in different position (beginning, middle or

end).

• Get students to say out /ɔ/after you.

• Ask students to sit in pair and say out /ɔ:/ taking turn.
• Tell students how they produce the English vowel sound /ɔ/ in saying

➢ To produce the ɔ sound, put your tongue low and at the back of your mouth and lightly
push your lips together while making a long voiced sound.

Activity 8.8: Get students to choose the words which contain the sound ɔ .

• Ask them to sit in pairs and compare their answers

• Ask some students to read out the words to the class.

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Lesson 5
Homophones with Vowel Sound ɔ

Activity 8.9: Practice pronunciation of the homophones listed in the students’ book

• Get students to read the homophones after you.

• Get them to sit in pairs and read out the homophones taking turn.
• Move around and assist students; use your check list to follow up the progress of
students.
• Allow some student to read the homophones to the class.
• Praise them for their efforts and give them feedback.

Activity 8.10: Read the following sentences and underline the words with /ɔ/ sounds

• Ask students to copy the sentences in their exercise books.

• Get them to underline the words with /ɔ/ sounds in each sentence.
• Move around and assist students; use your check list to follow up the progress of
students.
• Allow some students to tell their answers to the class.
• Praise them for their efforts and give them feedback.

Answer for Activity 8.10

• The young girl wanted to get a horse.

• We need some soy sauce.
• He is my favorite author.
• We have a daughter.
• Laura likes going to school.
• I was born in February.

Activity 8.11: Read the following paragraph and underline words with /ɔ/ sounds.

• Ask students to copy the paragraph in their exercise books.

• Get them to underline the words with /ɔ/ sounds in each sentence.
• Move around and assist students; use your check list to follow up the progress of
students.

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• Allow some students to tell their answers to the class.

• Praise them for their efforts and give them feedback.

Answer for activity 8.11

Laura and Paul went to a shopping mall. Laura wanted to buy a shirt, but it was too short. On
their way home, they saw a small lost dog. They remembered their parents taught them to
always help animals, so they stopped. The dog was coughing, so they gave it some water.
They also bought some dog food to feed it. The dog was very happy and was hitting the
ground with its paws, making funny sounds. Laura and Paul thought that the dog was very
cute, and bonded with it right away. In the end, they decided to take it home and keep it as a
pet.

Section Three: Reading

Lesson 6

Pre-reading

Activity 8.12: Added to the questions, ask students to look at the pictures and talk about
in pairs about:

• What they understand from the pictures.

• What reasons they have about their needs to be physically fit and
• What they can do to be physically fit.

While-reading

Activity 8.13: read the passage and answer the questions given below

1. Ask students to copy the questions and answer:

• why fitness is linked with attractiveness

• what the advantages of physical fitness are
• what the role of skeletal muscle is in doing exercise
• what the key aspects of well-rounded fitness are
• get students sit in groups and discuss the answers for the questions

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• move around and record the progress of the students

• allow some students to tell their answers to the class
• praise for their efforts and give feeback

Activity 8.14 : Get students to do the matching activity individually first

• Ask students to compare their answers sitting in pairs

• Move around to assist thos who need your help
• Get students to tell their answers to the class
• Praise their efforts and give feedback
• Ask them to compare their answers in pair.
• Move around and assist students; use your check list to follow up the progress
of students.
• Allow some student to tell their answers to the class.
• Praise them for their efforts and give them feedback.

Answer for activity 8.13

1. Answers are optional

2. Answers for the matching activity

Answer for activity 8.14

1. Paragraph 1: C

2. Paragraph 2: D

3. Paragraph 3: B

4. Paragraph 4: A

Lesson 7

Post Reading

Activity 8.15: Ask students to copy the post reading questions and do the questions first
individually.

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• Ask them to sit in groups of four and discuss their answers.

• Move around and assist students; use your check list to follow up the progress of
students.
• Allow some student to tell their answers to the class.
• Praise them for their efforts and give them feedback.

Answers to the post listening activity are optional

Section Four: Vocabulary

Lesson 8

Activity 8.16: Ask students to write meanings of spark, boom, well rounded, well-being,
aerobic, anaerobic, and release as used in the passage

• Get students to copy the words in their exercise books.

• Ask them to write their meanings based on the context of the passage.
• Allow them to talk with a partner about their answers.
• Move around and assist students; use your check list to follow up the progress of
students.
• Allow some student to tell their answers to the class.
• Praise them for their efforts and give them feedback.

Answer for activity 8.16

Sparked - generated

Boom- flourishing

Well rounded – experienced

Well-being - health

Release - relief

2. Get students to write their own sentences using the words in activity 2

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• Get them to sit in groups of four and take turns to read their sentences to the group.
• Move around and assist students; use your check list to follow up the progress of
students.

The answer for activity 2 is optional

Section Five: Grammar

Lesson 9

Tag questions

Ask students to look at the pictures and study how tag questions are constructed from the
conversations

• Get students to identify the statements, the tag questions and the responses from the
conversations.
• Let students identify the helping verbs that are used to construct tag questions based
on the given examples from students’ book.
• Ask students to read the sentences in the table given in the students’ book and talk
about negative and positive tag questions
• Get students to tell the class examples of tag questions.
• Give explanation about tag questions as follows:

Use tag questions when you already know about what you ask someone, but just want/need to
make sure that whether the listener agrees and knows about it or not.

Remember:

➢ If the verb form of a sentence is positive, the tag question should be negative.
➢ If the verb form of a sentence is negative, the tag question should be positive.
➢ A comma is used before the tag question starts.

Structures:

➢ positive sentence + comma + negative tag question

➢ Negative sentence + comma + positive tag question

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Activity 8.17: Ask students to copy the incomplete sentences into their exercise books,
and write tag questions with the appropriate tenses.

• Get students to check their answers in pairs.

• Let some students read their answers to the class.
• Praise them for their efforts and give them feedback.

Answer

1. She is collecting stickers, Isn’t she?

2. They often watch TV in the afternoon, don’t they?

3. You have cleaned your bike, haven’t you?

4. John and Max like Math, don’t they?

5. Our team played very well yesterday, didn’t it?

6. Mary didn’t do her homework last Monday, did she?

7. The car isn’t in the garage, is it?

8. Plants do not pollute the environment, do they?

Lesson 10

Tag Question with Imperatives

Activity 8.18: Get students to complete the imperative sentences with the
appropriate question tags.

• Ask students to complete the activity individually.

• Get them to sit in pairs and check their answers.
• Let some students read their answers to the class.
• Praise them for their efforts and give them feedback.

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Answer

1. b 2. d 3. b 4. d 5. b

Lesson 11

Tag questions with Indefinite Pronouns

• Ask students what the indefinite pronouns are.

• Get students to sit in pairs and write three tag questions with indefinite pronouns.
• Ask some students to read their sentences to the class.
• Praise them for their efforts and give them feedback.

Explain the rules with examples given in the students’ book:

Activity 8.19: Get students to write tag questions for the sentences with indefinite pronounce

• Ask students to copy the questions.

• Get them to sit in pair and do the questions together.
• Get them to sit in groups and discuss their answers.
• Move around and assist students; use your check list to follow up the progress of
students.
• Allow some student to tell their answers to the class.
• Praise them for their efforts and give them feedback.

Answer for activity 8.19

1. , isn’t it? 2. , hasn’t it? 3. , aren’t they? 4. ,don’t they? 5. , shouldn’t they?

6. , didn’t they?

Activity 8.20: Ask students to complete conversations with appropriate tag questions.

• Get them to do the activity first individually.

• Allow them to compare their answers in group.
• Move around to check the progress of students.

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• Ask some students to read their answers to class.

• Praise them for their effort and give feedback.

Answer for activity 8.20

3., were you? 4. ,does she? 5. ,did it? 6. ,can’t you? 7. ,will they?

8. , aren’t there? 9. ,shall we? 10. , aren’t I? 11. ,hasn’t he?

12. , will you?

Lesson 12

Activity 8.21: Get students to make their comments and use tag questions in their
sentences.

• Make them sit in groups of four and do the activity together.

• Move around and record their progress
• Get some students to tell their answer to the class.
• Praise them and give feedback

Possible answer for activity 8.21

1. It is expensive, isn’t it? 2. The game is great. Isn’t it? 3. You have your hair cut,
haven’t you? 4.she has a good voice, hasn’t she? 5. It does not look right, does it?

6. the bridge is not very safe, is it?

Section Six: Writing

Lesson 13

Unity in Paragraph

Explain to students what paragraph unity is.

Activity 8.22: Questions on the basis of paragraph

.

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• Get students to read the paragraph and answer the questions.

• Ask them to sit in groups of three and discuss their answers.
• Move around and assist students; use your check list to follow up the progress of
students.
• Allow some student to tell their answers to the class.
• Praise them for their efforts and give them feedback.

Answer to activity 8.22

1. The first sentence is the topic sentence because it states the main idea-the human body
2. All the sentences expet sentence 1 and 10 are supporting sentences because they give
different examples about the features of the human body
3. Sentence 10 is a concluding sentence because it restates the topic sentence.
4. Sentences 8 and 9 are not related to the topic sentence, so
5. The paragraph is not unified.

Lesson 14

Activity 8.23: Get students to read each paragraph and identify a sentence that is not
related to the topic sentence

• Ask them to sit in pairs and talk about their answers.

• Move around and assist students; use your check list to follow up the progress of
students.
• Allow some student to tell their answers to the class.
• Praise them for their efforts and give them feedback.

Answer for activity 8.23

1. Sentence 3 2. Sentence 3 3. Sentence 4 4. Sentence 4 are not related

to the topic sentences of each paragraph

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Lesson 15

Apostrophe Rules for Possessives

Write three sentences that lack apostrophe on the board.

• Get students to sit in pairs and correct the sentences.

• Move around and assist students; use your check list to follow up the progress of
students.
• Allow some student to tell their answers to the class.
• Praise them for their efforts and give them feedback.

Explain the uses of apostrophe with examples

Activity 8.24: Ask students to rewrite sentences with the appropriate use of apostrophe

• Get students to sit in pairs and compare their answers.

• Move around and assist students; use your check list to follow up the progress of
students.
• Allow some student to tell their answers to the class.
• Praise them for their efforts and give them feedback.

Answer for activity 8.24

1. Can you pass me the pens please?

2. I need some more books for college.

3. The children’s faces are dirty.

4. The man’s beard is very long.

5. Its nearly time to go home.

6. The other students are really happy.

7. Sometimes the teachers are strict.

8. I hope it’s not going to be too cold this winter.

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9. The computers are broken.

10. Her legs are very hairy.

11. I am going home now.

12. You are a great person.

13. I can’t do my homework.

Lesson 16

Apostrophe Rules for Joint and Separate Possessives

Activity 8.25: Ask students to use apostrophe to make the paragraph meaningful

• Get students to sit in groups of three and do the activity together

• Move around and assist students; use your check list to follow up the progress of
students.
• Allow some student to tell their answers to the class.
• Praise them for their efforts and give them feedback.

Answer for activity 8.25

Bitew and Aster have two beautiful children. Alemu is nine and Chaltu is seven. Bitew and
Aster’s house has two floors. The children's rooms are upstairs, and the parents' bedroom is
downstairs. Chaltu's room is always clean while Bitew's room is always messy. Chaltu's sports
teams all have games. The family members are trying to get everything done with only Chaltu's
car. Today, they've been to school, practice, rehearsal, the grocery store, and the business’s
office. Mind you, they aren't finishing their work yet. They'll be busy until late tonight and,
tomorrow, they'll do it all again.

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UNIT NINE

SELF-EXPRESSIONS

Section one: Listening

Lesson 1

Pre-listening activity

Let students’ work on the activity.

Encourage the discussions.

Activity 9.1: Get students to look at the pictures on student’s book and work in pairs.

The Benefits of Self-Expression

When assessing the importance of self-expression, there are three great benefits that will assist us
in the rest of our life. It may feel strange at first, even unnatural, but the benefits outweigh the
strangeness.

The first benefit of self-expression is to assist us learn to listen to our intuition or feeling. The first
step in learning to listen to our feeling is to start listening to small voice that is trying to guide our
emotion. Feel each emotion, no matter what it is, without any self-judgment. Your emotions are
simply what they are, and there aren’t any wrong emotions; there may be only wrong ways that
we’ve learned to react to them. So, quiet yourself and allow yourself to feel because you can’t
express yourself if you don’t know what you’re feeling.

The second benefit is that self-expression enables us acknowledge our feelings. By self- validating
and honoring our feelings, we can learn to seek answers from within us, rather than always looking
outside ourselves for solutions. In reality, all we need we already have inside of us. Acknowledging
our feelings might seem very frightening at first because we feel helpless. That’s okay. That feeling
of helplessness will go away once our mind realizes there isn’t really any need for fear.

Learning to adjust on how our body reacts to our emotions is the third benefit of self -expression.
Body awareness is very important in learning to express ourselves, as it is one of the best ways to
judge our comfort level. If a part of our body tenses up, consciously relax it. Use our new awareness
to find what works for us in terms of expressing yourself, both emotionally and physically.

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• Get students to sit in pairs to describe the pictures that demonstrate:, people with
different self-expressions .
• Let students find the meanings of one to one communication, group discussion, and
public discourse based on the pictures on student’s book.
• Ask students what benefits of self-expression they are expecting to listen to

While-listening

Activity 9.2: Get students to listen to the text and match the ideas with the orders they are
explained in the text

• Let students do the activity individually.

• Make them sit in pairs and talk about their answers
• Move around and assist students, use your check list to assess students’
improvement
• Ask some students to tell their answers to the class.
• Praise them for their effort and give feedback.

Answer for activity 9.2

1st : C 2nd : A 3rd: D and 4th : B

Activity 9.3: Ask students to listen to the text again and say “true” if the statement is correct
and “false” if it is incorrect

• Let them sit in pairs and check their answers.

• Move around and assist students, use your check list to asses students’ improvement.
• Ask some students to tell their answers to the class.
• Praise them for their effort and give feedback.

.Answer for activity 9.3

1. True 2. False 3. False 4. False 5. True

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Lesson 2

Post-listening

Activity 9.4: Ask students to sit in groups of three and discuss how they practice the idea of
self-expression in their family and in their class.

• Move around and assist students, use your check list to assess students’ progress.
• Ask some students to tell their answers to the class.
• Praise them for their effort and give feedback.

Section two: Speaking

Self-expression

Activity 9.5: Ask students to read the information about themselves in the table.

• Get them to sit in pairs and talk about themselves based on the information in the
table.
• Move around and assist students, use your check list to assess students’ progress.
• Ask some students totalk about themselves to the class
• Praise them for their effort and give feedback.

Lesson 3

Pronunciation of the vowels [ai]

Lesson Three

Pronunciation of the vowels [ai]

Get students to say out the words in the table after you
• Get students to read out the words with a partner taking turns.
• Ask students to read out the words after you.
• Explain them how the English [ai] sound is produced as follows:
To produce the sound /ai/, open your mouth. Spread your lips as you are producing the sound,
and move your tongue and your jaw up.

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Activity 9.6: Ask students to copy the table and the words in different vowel sounds in their
exercise books

• Get students to read the words and group them into /aɪ/ sound, /i/ Sound and /i:/ Sound
in the table.
• Ask them to sit in pairs and check their answers.
• Let them read out the words in the table taking turn.
• Move around and assist students, use your check list to assess students’ improvement.
• Ask some students to read the grouped words in the table.
• Praise them for their effort and give feedback.

Answer

/words with /aɪ/ sound Words with /i/ Sound Words with /ei/ sound
Knight, night, cycle, ancient pig, ship Porcelain, campaign, weight

Activity 9.7 : Ask students to listen to you when you read the paragraph, and underline the
words with the sound /ai/.

• Ask students to copy the paragraph in their exercise books.

• Get them to listen to you when you read the passage, and underline the words with /ai/
sound.
• Get them to sit in pairs and check their answers.
• Ask some students to tell their answers to the class.
• Praise them for their effort and give feedback.

Answer

Aidan was a member of the royal family, but he was not spoiled. He had the latest iPhone but
never showed off. Aidan was annoyed by the city noise so he decided to escape to his house on
the lake for a short vacation. His childhood friend, Maya, came along because she too enjoyed
the great outdoors. They baked a potato pie and drank wine. Maya had a wonderful voice and
Aidan played the guitar, so they played and sang all day long. Once it was time for them to go
back home, they felt sad but promised to come back soon.

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Section Three: Reading

Lesson 4

Pre-reading

Activity 9.8: Get students to discuss the questions below the pictures in the students’ books

While- reading

Activity9.9: Ask students to copy the sentences into their exercise books and decide if the
statements are ‘True’ or ‘False’.

• Ask students to do the activity individually.

• Allow them to sit in pairs and check their answers.
• Move around and assist students, use your check list to assess students’ progress.
• Ask some students to tell their answers to the class.
• Praise them for their effort and give feedback.

Answer for activity 9.9

1. False 2. False 3. True 4. True 5.False

Activity 9.10: Get students to read the statements in the table in the students’ book ,and
indicate using tick (√) if the statements are benefits or ways of self – expressions.

• Ask students to copy the table in their exercise books.

• Get them to give their answers individually.
• Make them sit in pairs and check their answers.
• Move around and assist students, use your check list to assess students’ listening
skills.
• Ask some students to tell their answers to the class.
• Praise them for their effort and give feedback.

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Answer

statement Benefits of self- Ways of self-

expression expression
1. It is possible for people around us to know √
who we are if we are able to express
ourselves
2. Expressing ourselves isn’t exactly easy, so √
having ways to improve our self-expression
is very important.
3. True self-expression is a reflection of how √
honest we are to ourselves and to the people
around us.
4. Mindfulness helps us to become calmer √
and to adjust with our inner voices.
5.Self-expression is in need when we want to √
communicate an important message,

Lesson 5

Post-Reading

Activity 9.11: Ask students to sit in groups of three and discus on ways of improving self-
expressions.
• Get them to discuss the ways they use to improve their self-expressions, and the
expressions their parents use when they communicate with family members.
• Move around and assist students, use your check list to assess students’ improvement.
• Ask some students to tell their answers to the class.
• Praise them for their effort and give feedback.

Answer
Open-ended

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Section Four: Vocabulary

Lesson 6

Ask students to read the sentences from the reading passage, and choose the synonym for the
words written in bold.

• Inform students what synonyms are with examples.

Activity 9.12: Get students to read the words written in bold in the passage and match
their meanings with the words listed.

• Allow students to sit in pairs and check their answers.

• Move around and assist students, use your check list to assess students’
progress.
• Ask some students to tell their answers to the class.
• Praise them for their effort and give feedback.

Answer for activity 9.12

Match the words written in bold in the dialogue with their synonyms written bellow.

1. Manifestation: expression

2. reproduction: reflection

3. say: mean

4. method: approach

5. needs : desires

6. companions: partners

7. politely: respectfully

8. meaning: message

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Section Five: Grammar

Lesson 7

ACTIVE and PASSIVE VOICE

Active and passive voice in the simple present tense

Ask students to read the descriptions of the house,, and the examples sentence that
show the uses of active and passive voice.

• Ask students to sit in pairs and talk about the form of passive verbs based on
the descriptions and the example sentence.
• Move around and assist students, use your check list to assess students’
improvement.
• Ask some students to tell their answers to the class.
• Praise them for their effort and give feedback.

Lesson 8

Ask students to read the example sentence about:

• the situations when a passive verb is used.

• ‘agent’ and ‘object’ in relation to active and passive
• Get each student to write two active sentences of their own.
• Allow them to sit in pairs and change their sentences into passive.
• Move around and assist students, use your check list to assess students’
progress.
• Ask some students to tell their answers to the class.
• Praise them for their effort and give feedback.

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Lesson 9
Negative and questions

Get students to study the form of active and passive simple present verbs in the affirmative,
negative and question (from the table in student’s book)

• Ask students to sit in pairs and identify the helping verbs used in the affirmative,
negative and question passive and active sentences
• Move around and assist students, use your check list to assess students’ progress.
• Ask some students to tell to the class the helping verbs used in the affirmative,
negative and question passive and active sentences
• Praise them for their effort and give feedback.

Activity 9.13: Ask students to put the verbs in the brackets into simple present active or
passive.

• Let them sit in pairs and check their answers.

• Move around and assist students, use your check list to assess students’ progress.
• Ask some students to tell their answers to the class.
• Praise them for their effort and give feedback.

Answer for activity 9.13

1. a) are employed b) employ

2. a) covers b) is covered
3. a) are fired b) resign
4. a) does not bother b) am not bothered
5. a) are they called b) do you call

Lesson 10

Activity 9.14: Ask students to complete sentences using the verbs in the box individually

• Allow them to sit in pairs and check their answers.

• Move around and assist students, use your check list to assess students’ improvement.
• Ask some students to tell their answers to the class.

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• Praise them for their effort and give feedback.

Answer for activity 9.14

1. are caused
2. is made
3. are shown.

4. is found
5. is surrounded
6. are overtaken
7. are held

Activity9.15: Ask students to write question passive sentences using the situations given.

• Get them to do the activity first individually.

• Allow them to sit in groups of three and discuss their answers
• Move around and assist students, use your check list to assess students’ progress.
• Ask some students to tell their answers to the class.
• Praise them for their effort and give feedback.

Possible answer for activity 9.15

1. How is glass made?

2. How much is this television bought?
3. How are mountains formed?
4. What is silver used for?
5. How many languages are spoken in Ethiopia?
6. How often election is held in Ethiopia?

Activity 9.16: Ask students to copy the paragraph into their exercise books.

• Let them complete the paragraph using active or passive simple present tense.
• Get them to sit in groups of three and discuss their answers.
• Move around and assist students, use your check list to assess students’ progress.
• Ask some students to tell their answers to the class.
• Praise them for their effort and give feedback.

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Answer

Mobile phones are used widely in our day-today lives. They give us the freedom to
communicate anywhere and at anytime. The latest mobile phones are incorporated with features

like MP3 players, high resolution camera, high sound quality, 3G technology and the list goes
on. The latest mobile phones have become a hit among all classes of people from kids to
teenagers to adults. These phones are considered as style statement and give a sophisticated
touch to your profile

Section Six: Writing

Lesson 11

Descriptive writing

Activity 9.17: Ask students to sit in pairs and list adjectives that describe people.

• Get students to sit in groups of four and categorize their lists of adjectives into
physical and personality description of people.
• Move around and assist students, use your check list to assess students’ progress.
• Ask representatives of each group to report the group’s answer to the class.
• Praise them for their effort and give feedback

Activity 9.18: Sit in groups of three and play a “who is it game” taking turns.

• Get students to study the adjectives that describe the physical appearance of people in
the student’s book.
• Ask students to sit in groups of three and play the ‘who is it’ game.
• Move around and assist students, use your check list to assess students’ progress.
• Ask some students to be in front of the class and play the ‘who is it’ game.
• Praise them for their effort and give feedback

Activity 9.19: Ask students to write a paragraph that describes the physical appearance of a
person whom they know very well.

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• Move around and assist students, use your check list to assess students’ progress.
• Ask some students to be in front of the class and read the paragraphs they
• Praise them for their effort and give feedback

Lesson 12

Activity 9.20: Ask students to study the adjectives that describe human beings and write a
paragraph about one of their family members.

• Move around and assist students, use your check list to assess students’ progress.
• Ask some students to be in front of the class and read the paragraphs they
• Praise them for their effort and give feedback

Lesson 13

Likes and dislikes

Activity 9.21: Ask students to read the two paragraphs and list the words that describe likes
and dislikes in the two paragraphs.

• Get students to sit in pairs and talk about words that describe likes and dislikes.
• Move around and assist students, use your check list to assess students’ progress.
• Ask some students to be in front of the class and read the words that describe likes and
dislikes in the two paragraphs.
• Praise them for their effort and give feedback

Activity 9.22: Get students to write two short paragraphs; the first describing their
likes, and the second describing their dislikes.

• Get students to sit in groups of three and read their paragraphs taking turn.
• Move around and assist students, use your check list to assess students’ progress.
• Ask some students to be in front of the class and read their paragraph
• Praise them for their effort and give feedback

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Lesson 14

Activity 9.23: Ask students to copy the incomplete paragraph about likes and dislikes.

• Get them to sit in pairs and complete the paragraph using the given words in the box.
• Move around and assist students, use your check list to assess students’ progress.
• Ask some students to be in front of the class and read their paragraph
• Praise them for their effort and give feedback

Possible answer

I like going shopping with my friends but don’t like shopping with my family. I go shopping
once a month on Saturdays. Every week I do the house work. I don’t like doing the housework
but someone has to do it. My husband likes doing the housework, so he helps me. I like watching
TV in the evening and the weekends but I can’t watch TV in the morning. I am too busy.

Lesson 15

Uses of capital letter in writing

Activity 9.24: Ask students what they know about the uses of capital letter in writing

• Get them to sit in groups of three and discuss the uses of capital letter in writing.
• Move around and assist students, use your check list to assess students’ knowledge of
capital letters in writing.
• Ask some students to tell what they know about the uses oc capital letter
• Praise them and give feedback.

Give brief explanation about uses of capital letter with examples

Lesson 16

Activity 9.25: Ask students to read the uses of capital letter in students’ book.

• Get them to sit in pairs and to capitalize the initial of words that need capitalization
• Move around and assist students, use your check list to assess students’ knowledge of
capital letters in writing.

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• Ask some students to tell what they know about the uses oc capital letter
• Praise them and give feedback.

Answer for the above activity

1. I go to school on Monday.

2. Anna and Sandra play basketball on Tuesdays

3. Jerusalem is the capital city of Israel.

4. Tamara has birthday in October.

5. Tom lives in America .

6. Sara and i are from England.

Activity 9.26: Ask students to copy the two paragraphs in their exercise books

• Ask students to do the activity individually.

• Allow them to sit in groups of four and discuss on the initial of the words that should
be capitalized in the two paragraphs.
• Move around and assist students, use your check list to assess students’ improvement.
• Ask some students to tell their answers to the class.
• Praise them for their effort and give feedback.

Answer for the above activity

Nobody knows when, or precisely where, surfing originated. Captain Cook, a British Sea
Captain and explorer, was the first European to witness surfing in Hawaii in the late 1770s.

When the Missionaries from Scotland and Germany arrived in 1821, they discouraged
Hawaiian surfing because they believed it was displeasing to god. By the 20th century, surfing,
along with other traditional practices, had all but disappeared.

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UNIT TEN

COMPUTER DEVELOPMENT

Note for the teacher

The Role of Information Technology in Agriculture

The utilization of computers along with other telecommunication equipment is called

information technology (IT). Among the sectors that utilize IT is agriculture. Agriculture is a
major sector which is vital for the survival of modern man. IT integrated farming has the
possibility to give higher yields as compared to the traditional farming we are used to. Some of
the roles of information technology in the agricultural sector include: improved productivity,
good post-harvest practices and value addition of farm produce, and improved decision making
by the farmer.

Farmers need information on latest varieties, changing weather patterns, crop production
techniques and improved agronomic practices for them to produce. Information technology
plays a vital role in ensuring the farmers get access to this information, regardless of their agro
ecological location. Through IT, farmers in Africa are able to read what farmers in other areas
of the globe are doing. Through this gained knowledge, the farmers improve their farming skills
thus improved farming which eventually result to high yields.

Most farmers after good crop husbandry get a lot of crop yields. Information technology has
provided the avenue where farmers are able to see and learn about latest post-harvest handling
and storage techniques used in other countries, thus they learn and also utilize them. This helps
to reduce the losses of their crops.

Section 1: Listening

Lesson One

Pre-listening

Activity 10.1: Get students to look at the pictures on student’s book.

• Get students to sit in pairs to describe the pictures that demonstrate different types of
computers.

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• Ask students which computer they want to have and why.

• Ask students why the agricultural areas in the picture are covered with well grown
crops.
• Get students to guess what could be included in the listening text using the pictures in
the students’ book.

Get students to sit in pairs and talk about:

• which computer they want to have

• why the agricultural areas are covered with well grown crops.
• if there can be a relationship between agriculture and Information Technology (IT)
• Move around and assist students, use your check list to assess students’ improvement.
• Ask some students to tell their answers to the class.
• Praise them for their effort and give feedback.

While-listening

Activity 10.2: Get students to listen to the listening text and identify the main idea

• Ask them to sit in groups of four and share their ideas about the main idea of the text
• Move around and assist students, use your check list to assess students’ improvement.
• Ask some students to tell their answers to the class.
• Praise them for their effort and give feedback.

Possible answer for the above question

Enabling farmers to use information technology could improve agronomic practices and
enhance crop production

Activity 10.3: Get students to listen to the text again and order the given ideas according to
they are stated in the text

• Get them to sit in pairs and compare their answers

• Ask some students to tell their answers to the class.
• Praise them for their effort and give feedback.

Possible answer for the above question

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2,1,3

Activity 10.4: Get students to decide if statements are ‘true’ or ‘false’

• Ask students to read the ‘true ‘or ‘false’ statements before they listened the reading
text for the second time.
• Let them listen and do the questions individually.
• Get them to sit in pairs and check their answers.
• Move around to assist students and to record the progress of students in the check list.
• Allow some students to tell their answers to the class.
• Praise them for their efforts and give feedback.

As homework, get students to collect different information on the contributions and

disadvantages of a computer, bring them to class

Possible answer

1. True 2. True 3. False 4. False 5. False

Lesson 2

Post Listening

Activity 10.3

Activity 10.5: Ask students to sit in groups of four and discuss the 2 questions in the students’
book

• Move around to assist students and to record the progress of students in the check list.
• Allow some students to tell their answers to the class.
• Praise them for their efforts and give feedback.

Section 2: Speaking

Lesson 3

Activity10.6: Ask students to sit in groups of three to complete a table and discuss on:

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• How Ethiopian farmers can use IT to boost their agricultural production

• What would they do with IT to boost their agricultural production if they were
modern farmers
• Move around to assist students and to record the progress of students in the check list.
• Allow some students to tell their answers to the class.
• Praise them for their efforts and give feedback.

Lesson 4

Pronunciation of /ӕ/ and /ei/

Ask students to read the words in the table of the students’ book and practice the
pronunciation of the words in pairs and act out practices B and C

Lesson 5

Activity 10.7: Get students to read the sentences with /ӕ/ and /ei/ sounds in the students’
book and underline the words with /ӕ/ sound once and those with /ei/ sound twice.

• Move around to assist students and to record the progress of students in the check list.
• Allow some students to tell their answers to the class.
• Praise them for their efforts and give feedback.

Answer for activity 10.7 the underlined words are words with /ӕ/ whereas words written in
bold are words with /ei/

1. Can Alemu tape his cap to his cape?

2. Dawit will ban his tacks for the sake of pain.

3. Debre Markos has rain, but lacks a lake.

4. Gemechu will tap the cane with his hat.

5. We sat at the lake in the rain.

6. The mad man hates the on tacks.

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7. Dawit’s job is to raise the gate.

8. Pack the bag and take the bait.

9. The rain will make Dendir late today.

Lesson 6

Activity 10.8: Ask students to read the paragraph and list the words with /ӕ/ or /ei/ in the
table of students’ book.

• Ask students to copy the table in their exercise books.

• Get them to read the paragraph and write words with /ӕ/ or /ei/ sounds in the table of
their exercise books.
• Allow them to read the paragraph after you two times.
• Make them sit in pairs and check if the words in the two tables are written with /ӕ/ or
/ei/ colon correctly.
• Move around to assist students and to record the progress of students in the check list.
• Allow some students to tell their answers to the class.
• Praise them for their efforts and give feedback.

Answer for activity 10.8

paragraph Words with /ӕ/ Words with /ei/

one Had, ran, back, can, asked, dad, Play, lake, day, made, hay, same,
they, rain, hail, play, games, stay,
said, late

Section 3: Reading

Pre-reading

Lesson 7

Activity 10.9: Ask students to look at the pictures of different types of computers in
different eras.

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• Get them to arrange the computers based on the letters they represent in their age.
• Get students to guess what the passage will be using the photographs and the topic of
the passage as clues.

While reading

Activity 10.10: Ask students to answer the questions about the first paragraph before they read
the second paragraph and compare their answers sitting in pairs.

• Move around to assist students and to record the progress of students in the check list.
• Allow some students to tell their answers to the class.
• Praise them for their efforts and give feedback.

Activities 10.11, 10.12, 10.13: get students to do these activities individually

• Get them to compare their answers

• Move around to assist students and to record the progress of students in the check list.
• Allow some students to tell their answers to the class.
• Praise them for their efforts and give feedback.

Answer for activity 10.10

1. Charles Babbage 2. In 1830 3. Vannevar Bush 4.in 1939 6. Conrad Zuse

Answer for activity 10.11

1. Colossus 2. Mark I 3. ENIAC

Answer for activity 10.12

1. transistorized computers 2. the development of the microprocessor and the evolution of

increasingly smaller but powerful computers

Answer for activity 10.13

1. in 2000 2. In 2010 3. The increasing screen size on some smartphones

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Lesson 8

Activity 10.14: Ask students to read the passage again to answer the reference questions

• Get students to copy the reference questions in their exercise books.

• Ask them to do the reference questions individually.
• Get them to sit in pairs and check their answers.
• Move around to assist students and to record the progress of students in the check list.
• Allow some students to tell their answers to the class.
• Praise them for their efforts and give feedback

Answer

1. Differential analysis 2. colossus 3. ENIAC 4. UNIVAC 5. Second –

generation machines 6. PDA 7. Tablets 8. Smartphones

Post Reading

Activity 10.15: Ask students to sit in groups of four and discuss the advantages and
disadvantages of computer.

• Ask some students to report their answers to the class.

• Praise them for their effort and give feedback

Section 4: Vocabulary

Lesson 9

Get students to tell you what synonym means.

• Praise them for their efforts

• and give brief explanation about synonym with examples.

Activity 10.16: Ask students to do the matching activity

• Ask students to write the words in their exercise books.

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• Get them to match the meanings of words they copied with the meanings of words
written in bold in the passage.
• Get them to sit in pairs and compare their answer.
• Move around to assist students and to record the progress of students in the check list.
• Allow some students to tell their answers to the class.
• Praise them for their efforts and give feedback

Answer for activity 10.16

Match the words written in bold in the passage with their synonyms written bellow.

a. constructed: built

b. marketable: commercial

c. tasks: operations

d. network : web

e. be successful: succeeded

f. accomplish: perform

g. deep seated : rooted

Section Five: Grammar

Lesson 10

Present perfect tense

Ask students to study the situation and the examples about the present perfect tense.

• Get them to read the situation about Tumsa in the box in students’ book.
• Ask them to sit in groups of four and discuss when the writer uses simple past and past
perfect tense
• Ask them to read the examples and discuss being in group of four on the difference
between the uses of simple past and past perfect tense

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• Move around to assist students and to record the progress of students in the check list.
• Ask students to tell the class what they learn about the uses of the past perfect tense
from the situation and the examples
• Praise them for their efforts and give feedback

Activity 10.17: Ask students to write different sentences using the phrases in the table from
students’ book

• Ask students to sit in pairs and read sentences using the phrases in the table.
• Get students to write ten sentences based on the phrases in the table.
• Move around to assist students and to record the progress of students in the check list.
• Allow some students to tell their answers to the class.
• Praise them for their efforts and give feedback

Answer

Open ended

Lesson 11

Activity 10:18: Ask students to complete the paragraph using the form of the present perfect
tense

• Ask students to copy the paragraph in their exercise books.

• Get them to complete the paragraph individually.
• Make them to sit in pairs and compare their answer.

Possible Answer

During this school term, my class has done many things. We have written many compositions.
We have modeled handcrafts for sale. We have also learnt how to paint good pictures and to
write letters.

Activity 10.19: Get students to read the game and let them play the game.

Activity 10.20: Ask students to read the situations and complete the sentences using the present
perfect tense using the verbs given in the box.

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• Ask students to sit in pairs and complete the sentences

• Move around to assist students and to record the progress of students in the check list.
• Allow some students to tell their answers to the class.
• Praise them for their efforts and give feedback

Answer

2. Her English has grown better. 3. My bag has lost. 4. Lisa has broken her leg.

5. The bus fare has gone up. 6. It has stopped raining. 7. My sweater has shrinked.

Activity 10.21: Ask students to complete the sentences using the present perfect tense based
on the phrase given in the parentheses in the students’ book

• Ask students to copy the questions in their exercise books.

• Get them to do the activity individually.
• Get students to sit in pairs and check their answer.
• Let them talk about the situation each sentence convey.
• Move around to assist students and to record the progress of students in the check list.
• Allow some students to tell their answers to the class.
• Praise them for their efforts and give feedback

Answer for activity 10.21

2. Have you seen it anywhere? 3. I have forgotten my password. 4. He has not replied.

5. or it has already finished. 6. The weather has changed. 7. You have not signed.

8. He has not decided yet. 9. He has already gone. 10. Have you started your course yet?

Lesson 12

Activity 10.22: Ask students to read the situations and complete the sentences with just, already
or yet

• Get students to copy the questions in their exercise books

• Ask them to do the questions in pairs.

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• Move around to assist students and to record the progress of students in the check list.
• Allow some students to tell their answers to the class.
• Praise them for their efforts and give feedback

Answer for activity 10.22

2. I am afraid she has gone out. 3.I have not finished. 4. No, I have done it.

5. Have you found a house? 6. I have not decided yet. 7. No, she has come back.

Section Six: Writing

Lesson 13

Because, But and Or

Active 10.23: Get students to sit in a groups of four and discuss how “Because, But and Or”
are used to join sentences.

• Move around to assist students and to record the progress of students in the check list.
• Allow some students to report the decision of their group to the class.
• Praise them for their efforts and give feedback

Answer
Open ended

Activity 10.24: Get students to read the three sentences in the students’ book and answer the
questions that follow.

• Get them to sit in groups of three and discuss the answers for the questions:
• Move around to assist students and to record the progress of students in the check list.
• Allow some students to tell their answers to the class.
• Praise them for their efforts and give feedback

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Answer

a. But is used to join opposite ideas; because is used to introduce a dependent clause that
serves as a reason; or is used to join ideas related to choice.

b. The comma is used in sentence one before ‘and’ because comma is used before
coordinating conjunction to combine independent clauses.

Activity 10.25: Ask students to join the pairs of sentences written in the students’ book into
one using but, or, or because.

• Ask students to copy the sentences in their exercise books.

• Get students to combine the pairs of sentences using but, or, or because.
• Let students sit in pairs and compare their answer.
• Move around to assist students and to record the progress of students in the check list.
• Allow some students to tell their answers to the class.
• Praise them for their efforts and give feedback

Answer for activity 10.25

i. Chala was happy because she won the competition.

ii. You want to play football, or you want to play basketball.
iii. She liked him, but she did not want to marry him.

Activity 10. 26: Ask students to construct their own sentences using “because”, “but” and
“or”,

• Get students to sit in pairs and compare their sentences.

• Move around to assist students and to record the progress of students in the check list.
• Allow some students to tell their answers to the class.
• Praise them for their efforts and give feedback

Answer

Open-ended

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Lesson 14

Activity 10.27: Get students to complete the paragraph in the students’ books with ‘but’, or
‘or’.

• Ask students to copy the paragraph in their exercise book.

• Get them to complete the paragraph with ‘but’, or ‘or’.
• Allow students to sit in pairs and compare their answer.
• Move around to assist students and to record the progress of students in the check list.
• Allow some students to tell their answers to the class.
• Praise them for their efforts and give feedback

Answer for activity 10.27

I get up at half past eight in the morning. I am hungry, but there isn´t any food in the kitchen.

I want milk, cereals and orange juice. Then, I go to the shop, but when I get there it´s still

closed. I go back home and into the kitchen. There´s some juice and brown bread.

But I don´t like grapefruit juice or brown bread! This is not a good morning, so I go back to

bed until the shop opens.

Lesson 15
Semi-colon

Ask students when the semi-colon is used.

• Allow students to sit in groups of three.

• Get them to discuss about the uses of semi-colon.
• Move around to assist students and to record the progress of students in the check list.
• Allow some students to tell their answers to the class.
• Praise them for their efforts and give feedback

Activity 10.28: Ask students to read the sentences in the students’ book, and state the reasons
for using semi-colon in each sentence
• Get students to sit in groups of three and discuss the reasons for using semi-colon
in each sentence.

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• Move around to assist students and to record the progress of students in the check list.
• Allow some students to tell their answers to the class.

• Praise them for their efforts and give feedback

o Inform the uses of the semi-colon in explaining that the semi-colon is used:
o To separate two independent clauses.
o Before conjunctive adverbs that join two independent clauses.

Answer for activity 10.28

For questions 1 to 4, the semi- colon is used to separate to independent clauses. For questions
5 and 6, the semi-colon is used before conjunctive adverb to separate two independent
clauses.

Activity 10.29: Get students to use a semi-colon in the appropriate place to combine the
independent clauses in the students’ book.

• Ask students to copy the questions under activity 3.

• Get them to do the activity individually
• Allow them to sit in pairs and check their answer.
• Move around to assist students and to record the progress of students in the check list.
• Allow some students to tell their answers to the class.
• Praise them for their efforts and give feedback

Answer for activity 10.29

1) I want to wear the red shirt; my favorite color is red.
2) Janie easily got an A on the test; she studies very hard.
3) I hope I get a lot of presents; today is my birthday.
4) The war is imminent; the armies are ready.
5) I am really tired; however, I cannot get to sleep.
6) I am wearing a sweater and a jacket; still I am cold.
7) Our mission seemed impossible; nevertheless, we tried our best to accomplish it.

Lesson 16
Activity 10.30: Get students to determine whether each sentence needs a comma or semicolon,
and ask them to explain why that punctuation mark best completes the sentence.
• Ask students to copy the questions in their exercise books.

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• Get them to complete the sentences using the appropriate punctuation mark (coma or
semi-colon).
• Make them sit in pairs and check their answer and talk about why they use coma or
semi-colon to complete each sentence.
• Move around to assist students and to record the progress of students in the check list.
• Allow some students to tell their answers to the class.
• Praise them for their efforts and give feedback.

Answer for activity 10.30

1. When the islanders started fighting amongst themselves, the monkeys took control.

Why? To separate dependent clauses and independent clauses

2. The islanders were weary of fighting; consequently, the monkeys faced little resistance.

Why? Before conjunctive adverb to combine two independent clauses

3. As soon as the monkeys were in charge of Fire Island, things began to change.

Why? To separate dependent clause from independent clause

4. David was afraid of Tiny, the leader of the monkeys, because David had heard things.

Why? To separate modifiers from the modified

5. Tiny demanded all kinds of crazy things from the islanders; this troubled them greatly.

Why? To separate two independent clauses

6. The islanders had lost their spirit for fighting; furthermore, no one wanted to provoke
Tiny'sanger.

Why? Before conjunctive adverb to join two independent clauses.

7. David, however, had had enough.

Why? Conjunctive adverb to separate words in an independent clause.

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8. David was offended by Tiny's law; he didn't want to eat his shoes or wear tacos on his feet.

Why? To join two independent clauses

9. Whenever David thought of Tiny, the monkeys, and what had happened, his blood boiled.
Why? To separate dependent clauses from the independent clause

10. David decided that he would form a resistance; he would gather the town's strongest
warriors.

Why? To separate two independent clauses

Activity 10.31: Ask students to edit the paragraph in the students’ book using comma or
semi-colon taking their uses into consideration.

• Ask students to write the paragraph in their exercise books.

• Get students to use either comma or semi-colon to complete the paragraph.
• Get students to sit in groups of three and discuss their answers.
• Move around to assist students and to record the progress of students in the check list.
• Allow some students to tell their answers to the class.
• Praise them for their efforts and give feedback.
Answer for activity 10.31

In an area where it was led by Azage, a group of monkeys came into view. This group of monkeys
destroyed the crops of the villagers. Since the leader of the village was not willing to organize the
villagers, Dawit took the commitment to organize some strong people and remove the monkeys.
Dawit talked to Hailu, the strongest man in the village, and Hailu couldn't wait to help. Hailu led
Dawit to Chaltu; she was excited to join the effort. Chaltu introduced David to Belachew, the rock
thrower, and Belachew was ready for action too. Now that Dawits’ team was assembled, it was
time for them to take down the monkeys.

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English Language Syllabus for

Grade 7

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Unit One: Living in Rural Area (20 periods)

Learning outcomes: At the end of this unit, the students will be able to:
• describe the living style of rural people in Ethiopia
• explain how people in rural area solve conflicts
• listen to the text and identify the correct and wrong sentencesas they are used therein

• talk about the advantages and disadvantages of living in the rural area
• pronounce the interdental voiced [ð] and interdental voiceless[Ɵ] sounds correctly in different sentences
• compare and contrast the life style of peoples who live in rural area versus those people who live in cities
• recognize the life-style, the economic activities and culture of the rural people
• explain the role of the rural people in maintaining indigenous resources
• associate the gist of the passage with their own life experience
• work out the contextual meaning of the words in the reading text
• use the words they learnt in the passage in different communicative situations when/where necessary

• understand how simple present tense is formed in different types of sentences

• write few simple present tense sentences that talk about everyday activities, general truths and planned future actions
• use appropriate words in their appropriate place when they write a paragraph
• write simple three sentences that can support or negate the p receding sentences given in the module
• use comma in different written sentences correctly

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Minimum Learning Language Items/Content Learning Strategies Assessments

Competencies
Listening Listening Listening Listening
• listen to a text, • The teacher discusses the -The teacher evaluates the
• analyzing and associating the
comprehend and meaning of key words students‘ performance based
information in the listening before reading the
analyze the on their oral responses
passage with their own listening text
specific personal life
information in it • The teacher allows students
to discuss few important
• give personal ideas that are connected with
• discussing the role of the rural life by eliciting
reflection on the rural people in maintaining
text that they background information from
indigenous knowledge the students
listened to
• The teacher gets each
• listening for specific student go through the
information incomplete paragraph as
quickly as possible
• reads the text loudly
two times • The teacher first gets
• The students listen to the students carry out
the text and fill in the peer correction and
blank spaces in the then he/she gives the
paragraph with the final answer
correct words or
expressions from the
text they listen to

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Speaking Speaking Speaking Speaking

• use the • using linking devices that help • The teacher mixes • The teacher observes
expressions such to express contrastive ideas those students from the rural the performance of
as yet, even so, on correctly area and towns in groups and each student in each
the other hand, asks them to discuss the group and keeps a
whereas, advantages and record
contrarily to talk disadvantages of living in
about differences
towns and rural area and
or advantages
versus • pronouncing the interdental report the results of the
disadvantages voiced and the interdental discussions to the class • The teacher makes
voiceless sounds correctly in through group representative notes how each
different sentences and student has been
• pronounce the understanding them from • The teacher pronouncing the
interdental voiced spoken sources pronounces both types of words. and reteaches
and voiceless sounds, (interdental voiced
sounds correctly and
when they speak interdental voiceless) in a
or understand variety of words given at
them when they
sentence level and asks
listen to a text
students repeat after him/her

Reading Reading Reading Reading

• comprehending ideas, • First, the teacher asks • The teacher assesses

• recognize the life- thoughts, facts, etc. from the students to select few the performance of
style, the
passage and associating with difficult words and each student based on
economic
their own life then he/she discusses his/her oral responses
activities and
their meaning by
culture of the
eliciting background
rural people • analyzing, comparing and knowledge from the
contrasting the thesis students‘

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• explain the role of statement of the passage • The teacher allows

the rural people in students to discuss few • The teacher assesses
maintaining important ideas that have the students how they
indigenous - connection with the read certain difficult
resources reading passage by words, make
eliciting background intonations and word
knowledge from the stress
students
• The teacher asks each • Peer correction
student to listen to him/her supported by the
when he/she reads out the teacher
passage loudly to the whole
class

• The teacher asks any

willing student to come out
to the front of the class and • The teacher assesses
read out the passage to the the performance of the
whole class loudly. students based on the
• The teacher allows each reasons they present
student to read the passage
individually and
silently.
At the same time, he/she asks
them

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to find out answers to the

questions written in the module

•
The students pick up
three sentences that
have stricken their
mind from the reading
passage and explain
their reasons
Vocabulary Vocabulary Vocabulary Vocabulary
• develop the skills
• guessing the meaning of • The teacher gets each
of working out the
contextual words from context in a student read the
meanings of passage passage thoroughly,
guess and work out the • After the teacher
words as they are
meanings of the words elicits answers from
used in different • sentence construction using written in bold
written texts the newly learnt words the students, he gives
• The teacher asks the them the final correct
• use the words that students to give the answer
they learnt in the contextual meaning of
passage in their each word to the whole • The teacher gets
everyday class one by one students conduct peer
communication • The teacher asks the corrections
when/where they students to construct
are important their own simple
meaningful sentences
using the words

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discussed above

Grammar
Grammar • The teacher asks students Grammar
Grammar
to write the forms of
• The teacher checks
• construct different • The form of simple simple present tense in
different types of the performance of
simple present present tense in
sentences with different each student and
tense sentences in different types of
subjects gives support
their correct form sentences when/where necessary
• The teacher explains the
• use simple present • Assesses the
tense in • The uses of simple forms of the tense with
performance of each
present tense to different example sentences
describing by eliciting background student from his/her oral
everyday action, describe different response
activities knowledge from the
general truth and students
future planned • self-correction after
action • The teacher asks students to getting the correct
complete each spaces in the answer from the teacher
• describe a simple dialogue using the correct
process like simple present tense verb
making Ethiopian form
traditional coffee
using few simple
present tense
sentences

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• The teacher asks the

• The teacher gives
students to write three
feedback to each
simple present
student‘s attempt
sentences that describe
their everyday • The teacher collects
activities the students‘
notebooks and gives
• The teacher asks correction to their
students to write 2—3 attempt
simple present
sentences that describe
the process of making
Ethiopian traditional
coffee.

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Writing Writing Writing Writing

• use correct words
to make ideas • Controlled Writing • The teacher first gives • First, the teacher
complete in a • using comma for the right students his own paragraph elicits answers from
paragraph purposes in written English with blank spaces and then the students and then
he/she asks them to fill in he/she gives the
each blank space with the correct answer
correct word given in the • Peer correction
• use comma at the box being in pairs • The teacher elicits
right place for
answers from students and
different purposes • The teacher asks the
then he/she gives the
in written texts students to fill in the
correct answer after the
spaces in another
discussions
paragraph with their own
words or phrases that they
think are correct
• The teacher gives students a
short paragraph in which
different commas are
missing and then they read
the paragraph and place
commas correctly where
necessary.

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Unit Two: History of Calendar (20 periods)

Learning outcomes: At the end of this unit, the students will be able to:
• expand their awareness about the historical development of calendar
• listen to the text and understand concepts and facts about calendar
• refer to different resources, collect important information and talk about different local calendars
• pronounce any word which consists of the consonants [f] and [p] correctly and avoid confusion during speaking or listening
• discuss how a calendar has developed and reached its present stage
• compare and contrast the system or principle different calendars follow in counting days and months
• work out the contextual meanings of the words given in bold in the passage
• use the newly learnt words in spoken or written sentences
• use the correct form of the verbs in simple past tense in different sentences
• use the tense in its correct form for different communicative purposes
• develop ideas to build a small paragraph
• use colon correctly in different written texts

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Minimum Learning
Competencies
Language Items (Content) Language Learning Strategies Assessments

Listening Listening Listening Listening

• The teacher listens to
• listening for specific • Before the teacher reads the each student‘s
details listening passage, he/she will
• explain the • researching and speaking discuss how calendars historically
presentation and gives
historical marks
developed and reached the present
development of • The teacher listens to
stage by eliciting ideas from the
calendar and its each student‘s
students‘ background
contributions to pronunciation and
human gives corrective
communication • The students listen carefully to the feedback
text and identify each sentence
given in the activity as correct or • The teacher asks the
• listen to each wrong. students to conduct

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idea in the peer correction

paragraph and
understand its • The teacher reads each paragraph
meaning twice; the students listen to him
very carefully and then identify the
correct sentences based on the
information therein
Speaking Speaking Speaking Speaking

• collect
information • collecting information • The teacher gets students collect • The teacher listens to
from people or from people or other different essential information from each student‘s
other references resources and talking different people or other sources presentation and gives
and talk about about it and talk about it in the class marks
different local • The teacher listens to
calendars it in each student‘s
few sentences pronunciation and
• The teacher gives guidelines to gives corrective
students how they collect data and feedback
then asks them to collect
information from different sources • The teacher asks the
on different calendars in Ethiopia students to conduct
and report their findings to the peer correction
pronounce the
consonants[f] and [p] whole class orally
• The teacher asks the students to
correctly in different
pronounce the words that have
words
contained [f] and [p]sounds in five
of the sentences given in the
module. Moreover, he/she asks
them to come up with the same
type of words

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•-The teacher reads out different

pronouncing the consonants [f] sentences that contained minimal
and[p] in spoken language and pairs, for example, ‖pan‖ and
understanding them while ―fan‖ and asks students to write
listening to different media down the correct word that they
have heard.
Reading Reading Reading Reading
• compare the • The teacher checks
Ethiopian and • comprehending the • The teacher discusses the historical how each student
European historical development of development of calendar by pronounces some
calendar and its eliciting background information
calendars interms difficult sounds and
of counting time contribution to human from the students later on he/she gives
civilization • The teacher reads the passage to corrective feedback
the whole class loudly and students
follow him/her how he/she reads
• comparing/contrasting
local calendars against
each word, makes intonation and • The teacher assesses
stresses on certain words the attempt of each
Europeans
student from his/her
• The teacher gets few selected
students to come to the front of oral answers
the class and read out the passage
loudly
• Self and peer-
• The teacher gets each student read correction
the passage individually and
silently and answer the questions
from the passage concurrently Walks around each group and
checks the students‘
• The teacher asks the students to participation in the discussion
discuss the benefits and

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disadvantage of the leap year (the

thirteenth month) of Ethiopia in
small groups
Vocabulary Vocabulary Vocabulary Vocabulary
• guess the
contextual • The teacher asks the students to
meanings of the • working out the work out the contextual meaning
contextual meaning of of the words given in bold in the The teacher evaluates each
words written in
words written in bold in reading passage when they are at students work and keeps a
bold
the passage while reading stage record
• use the words
taken from the • using the newly learnt • The teacher asks students to use
passage and words in everyday
discussed each word taken from the passage
communication and construct their own sentences
contextually
either in spoken Grammar
or written
English • First, the teacher discusses the verb Grammar
Grammar Grammar patterns of simple past tense in the • checks the
• use simple past • understanding the form of form of questioning and answering understanding of the
tense in both simple past tense in • The teacher discusses the uses of students through oral
spoken and different types of simple past tense with a number of questioning
written sentences example sentences
communications • The teacher asks the students to use
clearly the correct simple past tense form of
• using simple past tense in the verbs given in parenthesis to
describing past actions or make the dialogue in the textbook
events complete

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• self-correction after
• The teacher asks the students to fill
final answers are given
in the spaces in the paragraph with from the teacher
either simple present tense or
using simple past tense in • peer-correction
simple past tense forms of verbs
conditional type

• The teacher asks the students to

describe any of the activity they did
a day ago or before using simple
past tense

Writing Writing Writing Writing

• develop any • developing ideas into a
sentence given small paragraph • The teacher asks the students to • The teacher first
as topic read the first and the second discusses the answers
sentence into a sentence written in the module in with students and then
using colon for different small groups. The teacher then
paragraph form he/she tells them the
purposes in writing asks them to explain the purposes correct answer.
of the two sentences and finally Accordingly, the
• use a colon he/she asks them to add one or students self-correct
correctly in more sentences that can further
different written their answers
texts
develop the paragraph • peer-correction
• The teacher discusses the different supported by the
where/when
uses of colon with different teacher
necessary
example sentences
• The teacher asks the students to
put a colon in the paragraph where
necessary individually

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Unit Three: Road Safety (20 periods)

Learning outcomes: At the end of this unit, the students will be able to:
• expand their understanding about road safety
• listen to the text and find out specific information from each paragraph
• talk about their role in reducing car accidents
• identify and pronounce words with silent consonants in English correctly
• examine how road safety is respected and people free themselves from threats of car accidents
• compare and contrast the road safety in Ethiopia with//against some African or other developed countries
• work out the contextual meanings of the words given in bold in the passage
• use the newly learnt words in spoken or written sentences
• decide when and how to use gerunds and infinitives in sentences
• identify the words which are always followed by gerunds and infinities
• order ideas logically into a paragraph
• use capital letter correctly in different written texts

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Minimum Learning Competence Language Items (Content) Learning Strategies Assessments

Listening Listening Listening Listening
• listen to the text and learn the
• listening for specific details • Before the students • The teacher
contextual meanings of six words
listen to the text, moves around
from the text • collecting data about car the teacher lets the each group ,
accidents in Ethiopia from students discuss supervises how
• listen to a text carefully and work different resources and what road safety is each student is
out the specific information in each talking about the and its benefits in participating in the
paragraph discussions and
small groups
keeps records

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findings to • The students carefully listen to

the class the text and write out the specific
information in each paragraph while
they are listening to the text
• The teacher reads each paragraph twice
and the students listen to the teacher
very carefully and make notes that help
them write out the specific information
given
in each paragraph
Speaking Speaking Speaking
Speaking
• The teacher
• make a dialogue • conversatio
about the role • The students collect data on car evaluates the
n in a
students can play in accidents in Ethiopia and its presentation of
dialogue negative consequences and then each pair of students
reducing car • identifying make dialogues in front of and gives marks
accidents in their
silent letters and the class
area pronouncing
• The teacher gives
• identify the silent English words
corrective feedback to
letters in English words correctly
each
and pronounce the
words
correctly

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student‘s work
• The teacher asks the • The teacher
students how they listens to their
pronounce the words: pronunciation and
walk, talk, knee, gives corrective
know, feedbacks if
won‟t, shan‟t, errors are found
thumb, bomb,
out
condemn, environment,
etc.
• The teacherlistens
• -The teacher then asks the to the
students to say out the pronunciation of
words after the students and
• him/her as gives corrections
repeatedly as where necessary
possible.
• -The students read out the
sentences that contained
the above listed words
loudly
• The teacher asks students
to find out many more
words that consist of
silent letters for
further practice

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Reading Reading Reading Reading

• define road safety
• reading for specific • The teacher
• explain the contributions of road
information discusses what
safety to the well-beings of humans
• what road safety is, road safety is, its • The teacher
its contributions to benefits, and evaluates how
• identify the stakeholders the well-being of requirements that each student reads
• who are responsible for maximizing human and the role of enable to keep some difficult
the condition of road safety each citizen in roads safe words, make
keeping the rules of intonations and
road safety word stress
• The teacher reads
the passage to the peer correction followed
whole class loudly by the teacher‘s support
and students
follow him/her
how he/she reads
each word, makes
intonation and
stresses on some
words

• The teacher selects

few students to
come out to the
front of the class
and read out the
passage loudly

• The teacher gets

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each student read the passage

individually and silently and answer
the questions while reading it Self and peer corrections

Vocabulary Vocabulary Vocabulary Vocabulary

• guess the contextual
meanings of the words • working out the • The teacher asks the students to read the
in bold in the passage contextual passage carefully and work out the The teacher listens to
meanings of contextual meaning of the words written each student‘s answer
words written in bold while reading the passage and asks other students
• use the words taken in bold in the
from the passage and
passage • asks students to tell the contextual for approval or
discussed contextually meaning of each word to him/her and the disapproval and finally
either in spoken or whole class individually he/she gives them the
written English • using the final correction
The students tell the meaning of each word
newly
Grammar individually Grammar
learnt
use both gerunds and infinitives words in Grammar
in their correct place and make The teacher first elicits
everyday The teacher discusses the verbs which are followed answers from students
communication clear communic by gerunds and infinitives with different example
sentences. Additionally, he/she discusses those and then he/she gives
ation
verbs which are followed by infinitive without them the correct answer
to
Grammar The teacher gets students fill in the spaces in
the
• gerunds dialogue with infinitive, gerund or infinitives
and without to individually reminds the
infinitives students to jot down the short note on gerunds

• and infinitives written in the

module into their notebook

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Writing Writing Writing Writing

• order ideas into a
paragraph logically • Ordering ideas into a • The teacher writes four jumbled sentences peer correction
paragraph logically on the blackboard and asks students to put supported by the
• capitalizing word initials them into their correct order teacher
use capital letters in their in proper nouns, names of • The teacher explains how to order
writing according to the organizations, names of sentences
convention of the English languages, nations and
and build a meaningful
language nationalities and when a
paragraph
new sentence begins
• The teacher asks students to do the activity
on sentences ordering individually
• The teacher discusses when and where
capitalization is used in English with
different example sentences
• The teacher asks the students to read
the paragraph in which capital letters
are wrongly used and then they read
and rewrite it individually using
capital letters correctly

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Unit Four: Endemic Animals in Ethiopia (20 periods)

Learning outcomes: At the end of this unit, the students will be able to:
• expand their awareness about Wallia Ibex
• listen to a text and find out a gist
• collect evidences and talk about one of the endemic animals in Ethiopia
• pronounce a velar voiced sound [ɱ] in any word correctly
• identify the endemic wild animals in Ethiopia and the places where they live in
• explain the benefits of such animals for the economic development of the country
• examine the extent to which these animals are protected
• work out the contextual meanings of the words given in bold in the passage
• use the newly learnt words in spoken or written sentences
• decide when and how to use prepositions in sentencescorrectly
• identify those words which are mostly not followed by prepositions
• familiarize themselves when and why to use each proposition
• Writing supportive details for the main idea
• use hyphen correctly in different written texts

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Minimum Learning Language Skills and Content Learning Strategies Assessments

Competencies
Listening Listening Listening Listening
• listen to a text • listening for gist • Before the teacher reads the • The teacher assesses
carefully and find listening passage, he/she the students‘
out a gist discusses where Wallia Ibex performance based
• describing one of the is found, its body structure, on their oral
endemic wild animals in its main food, living style responses
• describe Wallia Ibex Ethiopia orally and the like
• gives instructions to students
to carefully listen to the text • The teacher observes
and write out the main point and records if he/she
in few sentences finds any serious
difficulties

•
reads each paragraph twice
and the • The teacher asks
students to form
• students listen to him/her
very carefully and make small groups and
notes that help them later discuss their answers
write out an acceptable
theme
Speaking Speaking Speaking Speaking

talk about one of the • describing Walia Ibex • collectimportant • The teacher listens to
endemic wild animals in infront of the class information and speak about the students‘
Ethiopia individually to the • pronouncing velar voiced one of the endemic animals pronunciation and
whole class sound correctly for in Ethiopia individually in gives correction if
successful communication front of the class he/she finds out
• The teacher asks the errors
students how they
-Pronounce the velar voiced pronounce the velar voiced

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[ɱ] correctly in different sound[ɱ] in different English • The teacher checks

oral communicative words and then he/she asks the answers of each
situations the students to pronounce student
different words that have
contained this sound after
him/her as repeatedly as
possible.

• The teacher gets students

read out the sentences that
contained the above listed
words

• asks students to find out

many more words that
consisted of velar voiced
sound

Reading Reading Reading Reading

• identify the wild
animals levelled as • identifying and • The teacher discusses what
endemic in Ethiopia, recognizing the wild endemic animals are, where
animals levelled as they live, their benefits to
their geographical
location, their endemic in Ethiopia, their the economic development
benefits for the geographical location and of the country and their
economic examining their economic present situation
benefits • The teacher reads the
development and
passage to the whole class • peer correction
their current life supported by the
conditions loudly and students follow
him/her how he/she reads teacher
each word, makes

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intonation and stresses some

words
• The teacher assesses
how each student
• The teacher gets few pronounces certain
selected students to come to difficult words,
the front of the class and makes intonation and
read out the passage loudly stresses on some
words
• The teacher gets each
student read the passage
individually and silently and
answer the questions from
the passage as a while
reading activity

Vocabulary Vocabulary Vocabulary Vocabulary

• guess the contextual
• working out the • The teacher asks the students • The teacher gets
meaning of the words
given in bold in the contextual meanings of to work out the contextual students conduct
passage words written in bold in meaning of the words given peer correction with
the passage in bold in the teacher‘s support
• use the words taken reading passage when they
from the passage and • using the newly learnt are at while reading stage
discussed words in everyday
contextually either in communication
spoken or written • The teacher asks students to
English use each word taken from teacher correction
the passage and construct
their own meaningful
sentences

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Grammar Grammar Grammar Grammar

• use prepositions in
their correct place in • Prepositions (to,for,at. in, • The teacher discusses how • checks the
sentences and make out, ,off, of, with ,over, and when we use different performance of each
by, up…) prepositions in different student based on
communication clear
sentences his/her oral
responses
• The teacher gives students
short notes on the use of
prepositions on the
blackboard
- teacher‘s correction
• The teacher asks students to
fill in the blank spaces in the
paragraph with the correct
preposition from the lists
given in the table

Writing Writing
Writing Writing
• The teacher writes one topic
• write logical and
• supplying logically sentence on the blackboard
reasonable
coherent supportive and then he/she asks the
supportive details to
details to the main idea of a students to add some more
a main idea (topic
paragraph ideas that can expand the
sentence) of a
paragraph • using hyphen content in the topic sentence
peer assessment based onthe
being in pair
guidelines that the teacher
gives
• use hyphen in
• The teacher gives another
different written
topic sentence individually
texts correctly
and asks students to develop

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it by adding more
supportive details self-correction supported by
the teacher
• After giving further
explanation on the above
activity, he/she asks the
students to select their own
topic sentence and write a Peer correction
complete paragraph

Peer correction
• The teacher discusses how
and why hyphen is used in
different sentences with
different example sentences

• gets students read the

paragraph in which a
hyphen is missing and then
asks them to insert a hyphen
where necessary
individually

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Unit Five: Dairy (20 period)

Learning outcomes: At the end of this unit, the students will be able to:
• list out the basic requirements to carry out dairy farming
• listen to a text and complete the paragraph with correct words/phrases
• debate on the title, ―continuing with Ethiopian origin cows versus the hybrid ones in getting quality Milk
• pronounce long [u: ] and short [u ] vowels correctly
• discuss the present status of dairy farming and possible measures that can help improve itespecially in the context of Ethiopia
• work out the contextual meanings of the words given in bold in the passage
• use the newly learnt words in spoken or written sentences
• decide when and how to use ―going to‖ and ―will” in sentencescorrectly
• determine how premeditative actions are better expressed with ―going to‖
• Prepare an outline for a paragraph
• use exclamatory mark correctly in different written texts

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Minimum Learning Competencies Language Skills and Content Learning Strategies Assessments
Listening Listening Listening Listening

• examine and develop their • listening for specific • Before the teacher • The teacher
understanding about the status information reads the listening assesses the
of dairy farming in Ethiopia as passage, he/she students‘
compared to other developed gets students performance based
countries • debating on the title, discuss the status of on their oral
―Ethiopian Cows versus the dairy farming in responses
Hybrid Ones in Getting Ethiopia as
• listen to the text Quality Milk‖ compared to other
carefully and find out specific developed countries • The
information teacherobserves
• gives instructions to and keeps into
students to carefully his/her memories
listen to each if students have
paragraph in the text
serious difficulties
and make short notes
which will be later when the reading
used to write specific is going on
and essential
information from
each paragraph
Reading
• The teacher
discusses what
dairy farming is,
its benefits in
keeping the health
of the people and
boosting up the
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English for Ethiopia Grade 7 Teachers Guide

economy of the
country, basic
requirements for
better dairy
farming and its
present status in
Ethiopia by
eliciting
background
information from
the students

• The teacher reads

the passage to the
whole class
loudly and
students follow
him/her how
• he/she reads each

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Speaking
Speaking Speaking Before the students conduct thedebate, Speaking
the teacher discusses what a debate is,
• follows up the
• debatin major procedures essential in conducting
debate how to prepare oneself opinion of each
• express their position while g in
differe for debate and the like. student while
debating
nt • After the students have developed their debating for or
situatio awareness about debating, the teacher gives against the
• pronouncelong [u: ] and short ns for them time to prepare them themselves. premise and
[u ] vowels in their speeches or
or keeps a record
understand them from while • Accordingly, they collect all the
against Reading
listening to different media essentialevidences from experts or
premis written documents and
e
Reading conduct their debate under the title,
• develop their awareness about ―Ethiopian Cows versus hybrid Ones in • The
dairy farming, its status in • Pronounci getting quality Milk‖ teacher assesses
Ethiopia, its contribution in ng long [u: • The teacher asks the students how the clarity of the
keeping the health of the ] and short they pronounce long [u: ] and short [u discussion by
people and boosting up the [u ] vowels ] vowels in different words raising revision
economy of the country • The teacher gets students read out the questions
Reading words with the above vowels in
different sentences turn by turn • -peer correction
• analyzing
the • The teacher asks students to
findout many more
benefits
and the • words that contain long [u: ] and
present short [u ]
status of
dairy
farming in
Ethiopia

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word, makes • In the next class,

intonation and the teacher asks the
stresses some students to form
words small groups and
• The teacher gets few discuss their
selected students to answers and report
come to the front of their final
the class and read out solutions to the
the passage loudly whole class
through group
representative
• The teacher gets each
student read the
passage individually
and silently
and answer the questions

from the passage at the

same time

• The teacher asks

students to find
answer to the
following puzzle as
homework:
―Ethiopia is the first in
Africa in its life stock
resource; contrarily, it is

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the first in importing

milk products from other
countries which have less
number of life stock.‖
What should be done to
solve this paradox?
Vocabulary Vocabulary Vocabulary Vocabulary
• guess the contextual meaning of • working out the contextual • The teacher asks -peer correction supported
the words given in bold in the meanings of words written the students to by the teacher
passage in bold in the passage work out the
contextual
meaning of the
• use the words taken from the • using the newly learnt words given in
passage and discussed words in everyday bold in the
contextually either in spoken or communication reading passage
written English while they are
reading it

• The teacher asks

the students to
use each word
taken from the
passage and
construct their
own meaningful
sentences

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- Grammar Grammar Grammar Grammar

use ―going to” and ―will”in
their correct place in sentences Using “going to” and “will” • The teacher gives Self and peer correction
and make communication clear them different
situations that need
going to or will and
asks them to discuss
in pair and decide the
correct form
• The teacher gives
them short note
accompanied by
explanations
Self-assessment
• The students do
further activities in
the module
Writing Writing Writing Writing
• produce/generate relevant
outline for any piece of • preparing an outline( idea • The teacher discusses
writing as an initial practice generation) for paragraph the importance of
writing writing outlines
• using exclamatory mark before writing a
paragraph and how to
prepare outlines for a
paragraph at initial
stage of writing
• asks the students to
write down a few
phrases that enable to
write a paragraph on
the title, ― My Mother‖

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• use exclamation mark in different • The teacher asks the

written texts correctly students to prepare
outlines on titles of a • The teacher
paragraph such as: supervises the
the importance of participation of
drinking milk, My each student in the
Pen, Why should I group by moving
Learn English? etc. around different
being in pair rows of students
• asks students to select
their own title for
paragraph writing and
prepare outlines at
home Per evaluation

• The teacher discusses

how and why
exclamatory mark is
used in different
sentences with
different example
sentences

• The teacher asks the

students to use
exclamatory mark in
the short paragraph
given in the module

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Unit Six: Land Conservation (20 periods)

Learning outcomes: At the end of this unit, the students will be able to:

• examine the present situations in handling land especially in our country and decide
what to contribute
• listen for general information and reflect on it
• discuss ―The contribution of every citizen in land conservation‖ in small groups
• pronounce long [i: ] and short [i ] vowels correctly
• enhance their awareness about land conservation in Ethiopia currently and the hazardthat
would result in if not properly conserved
• work out the contextual meaning of the words given in bold in the passage
• use the newly learnt words in spoken or written sentences
• determine how to use countable and uncountable nouns in different sentences correctly
• convert outlines into sentences and develop a paragraph
• reinforce their skills of using comma correctly in different written texts

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Minimum Learning Language Skills and Content Learning Strategies Assessments

Competencies
Listening Listening Listening Listening

• listen to the text • listening for general • Before the teacher reads the
carefully and find out information listening passage, he/she • The teacher assesses
general information discusses the contribution the students‘
of every citizen in land performance based
conservation on their oral
responses
• The teacher gives
instructions to students to • The teacher observes
listen to the information in serious difficulties
each paragraph and work and keeps records
out the most essential into his/her memory
information that controls the
whole text

• The teacher reads each

paragraph twice, students • Teacher‘s corrective
listen to him/her very feedback
carefully and make notes
that help them later write
the theme of the whole text

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Speaking Speaking Speaking Speaking

• discuss in groups and • group discussions on the • The students form a group
solve different contribution of every of four and discuss the
problems citizen in land contribution of each citizen
conservation in conserving land.
- The teacher gives comment
• After the students have on each presentation
• Pronouncing long [u: ] finished the discussion, the
and short [u ] vowels group representative Teacher listens to the
Pronounce long [i: ] and short
[i ] vowels correctly presents the highlight of students‘ pronunciation and
their discussions to the gives feedback
whole class

• The teacher asks the -The teacher listens to some

students how they students‘ words and gives
pronounce long [i: ] and feedback
short [i ] vowels in
different words

• The teacher gets students

read out the words that
contain the above vowel
sounds

• asks students to find out

many more words that
contain long [i: ] and short
[i ]

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Reading Reading Reading

• enhance their • The teacher discusses how Reading
knowledge about how • developingknowledge land is conserved in
land is conserved about the land Ethiopia and the negative • The teacher gets
currently in Ethiopia conservation in Ethiopia consequences if not students conduct
and the hazard if land and recognizing the properly conserved by peer correction on the
is not properly negative consequence if eliciting background answers each student
not conserved properly has given to each
conserved information from the
students question from the
• The teacher reads the passage
passage to the whole class
loudly and students follow
• Observing the
him/her how he/she reads
special actions the
each word, makes
students are
intonation and stresses
showingand
some words
discussing the
• The teacher gets few problem later after
selected students to come the class
to the front of the class and
read out the passage loudly
• he teacher gets each • teacher‘s corrective
student read the passage feedback
individually and silently
and answer the questions
from the passage while
reading it

• The teacher asks students

to discuss the question
presented below in groups • Teacherlistens to
and suggest remedial different solutions

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solutions. and gives comment

―The population in rural area is
increasing at an unprecedented
rate and the present size of arable
land is not enough to feed each
family member. What should be
done?
Vocabulary Vocabulary
• guess the contextual Vocabulary
meaning of the words • The teacher asks the • The teacher checks
given in bold in the • working out the students to work out the asks students to
passage contextual meanings of contextual meanings of the carry out peer
words written in bold in words given in bold in the correction
the passage reading passage when they
• use the words taken
from the passage and • using the newly learnt are at while reading stage
words in everyday • The teacher asks students
discussed contextually
communication to use each word taken
either in spoken or
from the passage and
written English
construct their own
meaningful sentences

Grammar Grammar Grammar • Observation and

• use ―both countable oral further
and uncountable nouns • using countable and • The teacher discusses how instruction
correctly and make uncountable nouns to use countable nouns and
communication clear correctly in different uncountable nouns with
sentences singular and plural verbs

• discusses how to determine

the verb after countable
plural nouns when preceded
by one of, none

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of, either of, etc.

• The teacher asks students to
fill in the space in each • Teacher‘s correction
sentence either with plural
or singular verb (exercise in
the module)
Example: One of my friendsis a
foreigner.
•The teacher asks the
students to jot down the
notes given on the use of
nouns in the module into
their notebook
Writing Writing Writing Writing
• convert outlines into
coherently arranged • converting outlines into • The teacher discusses how
sentences (first draft) to convert outlines into
sentences to develop
different types of • Strengthening the sentences that enable to
paragraphs understandingof using build a paragraph with
comma in writing different examples
• reinforce their
capacity in using a
• The teacher collects
comma in different • asks the students to each student‘s work
written texts produce different outlines and gives it marks
on different titles and then
convert them into different
sentences • Self-correction with
• The students are provided support from the
with different paragraphs teacher
in which a comma is
missing and then they are
asked to insert a comma
where necessary

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Unit Seven: Volunteerism (20 points)

Learning outcomes: At the end of this unit, the students will be able to:
• Be motivated to live for others and get the top most satisfaction
• listen to the text and complete the paragraph with correct sentences
• play the role of different characters as a helpless citizen, volunteer, corrupted person and show their play to the class
• pronounce [ ə] vowel correctly
• develop positive attitude towards volunteerism and get the priceless satisfaction
• work out the contextual meanings of the words given in bold in the passage
• use the newly learnt words in spoken or written sentences
• recognize the form of past perfect tense and use it correctly in different communicative situations
• use past perfect tense for different purposes in different contexts
• writing a conclusion to a paragraph
• strengthen their awareness of using semi-colon and colon correctly in different written sentences

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-
Minimum Learning Language Skills and Content Learning Strategies Assessments
Competencies
Listening Listening Listening Listening

• listen to the text • listening for specific • Before the teacher reads the • The teacher assesses
carefully and write out information listening passage, he/she the students‘
sentences to complete • role playing discusses the importance performance based
the paragraph and purposes of on their oral
volunteerism responses
• inculcate the
importance and
• The teacher gives
purposes of
volunteerism instructions to students to
listen to the information in
each paragraph in the
listening text and complete
the blank spaces in the
paragraph that they are
given as exercise
• first, eliciting
answers from
• The teacher reads each students and then
paragraph twice, students answers from the
listen to him/her very teacher
carefully and fill in the
blank spaces with correct
words or phrases

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Speaking Speaking Speaking Speaking

Role-play as three characters • The students represent three • The teacher watches
• role play in a small
characters who have the play of each
drama Pronouncing [ə ] vowel different antagonistic
• Pronounce [ ə] vowel group and gives
correctly in a sentence behaviours
correctly in different marks based on
words his/her criteria that
• The teacher asks the he/she sets earlier
students how they • The teacher listens to
pronounce the vowel [ ə] the students‘
in different words pronunciation and
• The teacher gets students gives feedback if
read out the words that errors are found out
have consisted of the above
vowel sound in different
sentences
• asks students to find out
many more words that
contain [ə ] sound

Reading Reading Reading Reading

• develop an attitude that
leads them to -developing positive attitude • The teacher discusses how
volunteerism to get the towards volunteerism : an volunteerism can give the
top most satisfaction in action that leads to supreme top most satisfaction in life
their life satisfaction
• The teacher reads the
passage to the whole class
loudly and students follow
him/her how he/she reads

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each word, makes

intonation and stresses
some words

• The teacher gets few

selected students to come
to the front of the class and
read out the passage loudly

• The teacher gets each

student read the passage
individually and silently
and answer the questions
from the passage as a while
reading activity

• The teacher asks students • The teacher gets

to debate for or against the students conduct
question presented below peer correction on the
in groups and forward their answers each student
opinions. has given to each
―Do you think that having money question from the
is necessarily the criterion for passage
carrying out volunteerism?
• Listens to each group‘s
opinion and gives
comment

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Vocabulary Vocabulary
Vocabulary Vocabulary
• guess the contextual
• working out the
meaning of the words • The teacher asks the • Peer correction
given in bold in the contextual meaning of
words written in bold in students to work out the supported by the
passage contextual meaning of the teacher
the passage
words given in bold in the
• using the newly learnt
• use the words taken from reading passage while they
words in everyday
the passage and are reading it
discussed contextually
communication • Teacher‘s corrective
either in spoken or feedback
written English • The teacher asks students
to use each word taken
from the passage and
construct their own
meaningful sentences

Grammar Grammar Grammar Grammar

• use ― past perfect tense
• using past perfect tense • The teacher discusses the
for different purposes
correctly and make correctly in any type of forms of past perfect tense
communication clear communication through different examples

• discusses the uses of past

perfect tense using different
example sentences
Teacher‘s corrective
• asks students to fill in the feedback
blank spaces in the
dialogue either with past

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 English for Ethiopia Grade 7 Teachers Guide

perfect or simple past

tense.

• The teacher asks the

students to jot down the
notes given on the use of
past perfect tense in the
module into their
notebook

Writing Writing Writing

• write a conclusion to a Writing
paragraph • writing a conclusion to
• reinforce their skill in
a paragraph • The teacher asks students • Peer assessment
using semi-colon and • using semi-colon and what a conclusion is, the after giving
colon colon correctly in a qualities of a good guidelines
sentences conclusion, etc.
• asks the students to read
the model conclusion of a
paragraph and study it • Feedbacks in groups
carefully • Peer correction
• The students are provided
with different paragraphs
in which semi-colon and
colon are missing and then
the students are asked to
insert either semi-colon or
colon where necessary

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Unit Eight: Fitness (20 periods)

Learning outcomes: At the end of this unit, the students will be able to:
• work hard to achieve fitness in all aspects
• listen to the text and find out main ideas from each paragraph
• argue for or against a premise and develop their skills of persuasion
• pronounce [ ɔ] sound correctly in different words
• describe the benefits of fitness and actions to be taken to achieve it
• work out the contextual meanings of the words given in bold in the passage
• use the newly learnt words in spoken or written sentences
• add tag questions to both affirmative and negative statements in different tenses
• write sentences that have unity of ideas in a paragraph
• use apostrophe correctly in different written sentences

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Minimum Learning Language Skills and Contents Learning Strategies Assessments

Competencies
Listening Listening Listening Listening
• examine the facts in • Before the teacher reads • The teacher assesses
• listening for gist students‘
• the passage and utilize the listening passage, the
them to keep their own • making dialogue he/she discusses the performance based
fitness • efforts required to importance and purposes on their oral
achieve fitness of fitness responses
• the contributions of
• develop an attitude fitness as life skill
that accepts fitness as - • The teacher gives
a modern healthy way instructions to students to
of life listen to the information in
each paragraph and find • The teacher observes
out the central idea the difficulties of the
• listen to spoken students and keeps a
sources carefully and
record into his/her
find out gists • The teacher reads each
memories
paragraph twice, students
listen to him/her very
carefully and make notes
that help them later come
up with the theme of the
text

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Speaking Speaking Speaking Speaking

• argue for or against on • The students argue for or
the title, ―Can fitness be against the title, ―Can
achieved by all people?‖ • Pronouncing [ɔ] vowel fitness be achieved by all
The teacher checks the
• pronounce [ ɔ] vowel correctly to people?‖
pronunciation of each
correctly in different communicate properly
words student and gives
• The teacher asks the corrective feedback
students how they
pronounce the vowel [ɔ]
in different words

• The teacher gets students

read out the words that
contained the above vowel
sound after him
• asks students to find out
many more words that
contain [ɔ] sound
Reading Reading Reading Reading
• understand that • inferring views from the • The teacher discusses • checks the
achieving fitness is text why fitness is required performance of
treating oneself and how can people each student
without any achieve it based on his/her
expenditure • developing positive self-expression
attitude towards fitness and gives value

-The teacher reads the passage

to the whole class loudly and
students follow him/her how

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he/she reads each word, makes

intonation and stresses some
words

-The teacher gets few selected

students to come out to the
front of the class and read out
the passage loudly

-The teacher gets each student

read the passage individually -First, the teacher elicits
and silently and answer the answers from students
questions from the passage as a and then he/she gives the
while reading activity final answer
Vocabulary Vocabulary Vocabulary Vocabulary
• guess the contextual
meaning of the words • working out the • The teacher asks the
given in bold in the contextual meanings of students to work out
passage words written in bold in the contextual
the passage meanings of the words
given in bold in the
• use the words taken reading passage when
from the passage and • using the newly learnt they are at while
discussed contextually words in everyday reading stage Peer correction
either in spoken or communication
written English
• The teacher asks
students to use each
word taken from the

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passage and construct

their own meaningful
sentences
Grammar Grammar Grammar self-correction supported
• add the correct tag by the teacher
question to • using tag questions to • The teacher discusses
statements either in get confirmation or how tag questions are
affirmative or disapproval from the added to either
interlocutor affirmative or negative
negative form
statements in different
tenses

• The teacher asks

students to add different
tag questions to the peer feedback
statements given in the
module.

•The teacher asks the

students to jot down the
notes given on tag
question formation the
module into their
notebook
Writing Writing Writing Writing
• achieve unity of ideas in
• achieving unity in a • The teacher asks • The teacher asks
a paragraph
paragraph students to read two students to work in
• use apostrophe correctly
in different written texts • using apostrophe paragraphs in the pair and pick up
correctly with regular module being in pair the sentence that
singular countable and find out a sentence has affected unity
nouns, regular plural that has affected unity of ideas in

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countable nouns , of ideas the paragraph

irregular singular • The teacher discusses • Asks each student
countable nouns and how apostrophe is used to tell the
irregular plural to show possession for sentence which
countable nouns in singular regular nouns, has no purpose in
different sentences regular plural nouns,, the paragraph
irregular singular nouns with evidence
and irregular plural • After the
nouns with different students‘ attempt,
example sentences the teacher gives
students detailed
• - asks the students to use explanation what
apostrophe unity is and how
correctly in the unity is achieved
paragraph given as an in a paragraph
activity in the module • The teacher gives
individually students home
work that they
further practise on
unity of ideas in a
paragraph
• Peer-correction
supported by the
teacher

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Unit Nine: Self-expressions (20 periods)

Learning outcomes: At the end of this unit, the students will be able to:
• identify their rights and duties when they express themselves freely
• listen to the text and find out specific information
• compare/contrast the law ofself-expression in Ethiopia and the real practice s on the ground
• pronounce [ ai ] and [ i] sounds correctly in different words
• recognize what self-expression is, how it is practiced and the duties and rights of the citizens when they attempt to put
the right to self-expression into practices
• decide the extent to which they are free to express their ideas without any anxiety
• work out the contextual meanings of the words given in bold in the passage
• use the newly learnt words in spoken or written sentences
• use active and passive voices in simple present tense form correctly for different communication
• use appropriate adjectives to describe people
• strengthen their skill of using capitalization in writing

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Competencies Language Skills Learning Strategies Assessments

Listening Listening Listening Listening
• recognize their • listening for specific • Before the teacher reads the • The teacher
responsibilities and information listening passage, he/she assesses the
duties so as to freely discusses the contributions of students‘ level of
express themselves self-expressions in building awareness about
• talking about the up democratic and civilized self-expressions
mechanisms in which society based on their oral
• listen to the text self-expression are responses
carefully and find out specific exercised in Ethiopia
information • The teacher gives
instructions to students to
listen to the information in
each paragraph and find out • The teacher gives
the specific information guidelines to
students and make
them correct each
• The teacher reads each other‘s answer
paragraph twice and the
students listen to him/her very
carefully and make notes that
help them later write
important ideas from each
paragraph

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Speaking Speaking Speaking Speaking

• talk about the areas • The teacher discusses how • The teacher
where self-expressions individual speeches are listens to each
are exercised as citizens • the extent to which prepared In the same way, the
laws of-self-expressions student‘s speech
in Ethiopia students prepare themselves and gives marks
• pronounce the vowels [ are practically put into and talk about the areas where
practices • The teacher
ai] and [ i] correctly in elf-expressions are exercised checks the
different words • pronouncing the vowels with particular reference to
[ai] and [i] correctly in pronunciation of
the Ethiopian context the students and
sentences • The teacher asks the students
• further practices in using gives corrective
how they pronounce the feedback where
capital letters in written vowels [ai] and [i] in necessary
texts different list of words • -The teacher
checks the work of
• The teacher gets students the students and
read out the above vowel gives
sounds in different words feedback
given with in a sentence

• asks students to find out

many more words that
contain [ai] and [i] sounds

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 English for Ethiopia Grade 7 Teachers Guide

Reading
Reading Reading Reading
• recognize what self-
expression is, how it is • comprehending what • The teacher discusses why
practised and the duties self-expressions are, how self-expressions are
and rights of the citizen they are practiced and important for human beings,
while they are their connection with how should they be practiced
attempting to put the responsibilities and and what the responsibilities
right to self-expression duties and duties expected from
into practices citizens are in implementing
them

• The teacher reads the

passage to the whole class
loudly and students follow
him/her how he/she reads
each word, makes intonation
and stresses some words
• The teacher gets few selected
students to come to the front The teacher gets students
of the class and read out the conduct peer correction
passage loudly

•The teacher gets each student

read the passage individually
and silently and answer the
questions while they are
reading
Vocabulary Vocabulary Vocabulary Vocabulary
• guess the contextual
meaning of the words • working out the • The teacher asks the students
contextual meanings of to work out the contextual

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given in bold in the words written in bold in meaning of the words given self-correction supported
passage the passage in bold in the reading by the teacher
• using the newly learnt passage when they are at
• use the words taken from words in everyday while reading stage
the passage and communication
discussed contextually
either in spoken or
written English

Grammar Grammar Grammar

• convert few active voice
• active and passive Grammar
sentences into passive
voices
form and the vice-versa • The teacher explains the
form of passive voice in
simple present tense with
• use both voices in
different example sentences
different situations for
different purposes
correctly • The teacher asks the
students to convert three Whole class discussions
simple present active voice on the answers
sentences into passive form
being in small groups

• The teacher asks the

students to copy down the
short note on passive voice
written in the module

• The teacher asks the Teacher‘s corrective

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students to fill in the blank feedback

spaces in the paragraph with
either active or passive form
of the verb given in
parenthesis

Writing Writing Writing Writing

• use appropriate -The teacher asks the students the
adjectives to describe • adjectives that enable to
type of adjectives that they use in
describe the physical
people describing people
• reinforce their skill in appearance , personality,
wearing style, age, likes, -The teacher asks the students to
using capital letters in
dislikes, hobbies, etc., of read the different adjectives listed in
different written texts
a person the module having the view that they
are important to describe the
physical appearance , personality,
wearing style, age, likes, dislikes,
hobbies, etc., of a person

-The teacher reads out the model

self-description paragraph written in
the module using the adjectives
discussed above
The teacher reads each
-The students study the model student‘s paragraph and
paragraph very carefully and gives marks
describe themselves in the same
The teacher moves around
way. each row of students and
The teacher refreshes back the checks the
students‘ memory on the use of work of each pair of

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capital letters on writing. students

-The teacher writes three to four -The teacher collects the
contextualized sentences on the notebooks of the students
blackboard and asks students to and gives direct
capitalize the initial of the words correction
that need capitalization being in pair
-The teacher asks the students to
capitalize the initial of the words
where necessary in the two
paragraphs

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Unit Ten: Computer Development (20 points)

Learning outcomes
At the end of this unit, the students will be able to:
• understand the role of computer in boosting up the field of agriculture
• listen to the text and write out one main idea from each of the three paragraphs
• discuss in groups computer generations and appreciate how much great achievements require strong determination, a
long time patience and undergoing serious challenges
• Pronounce any word which consists of the vowels short [a] and long [a:] correctly and avoid confusion during listening
as well
• explain how a computer was innovated, the generation it has currently reached and its contribution in simplifying work
for human
• identify different computer programmes
• describe the disadvantage of computer
• match the words written in bold in the passage with their synonyms given after it
• use the words used in the passage and their synonyms in different communicative settings alternatively
• join two sentences using ―because‖, ―but‖ or ―or‖ either in spoken or written sentences
• use each sentence connector given above to join two sentences
• use semi-colon correctly in different written texts

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Minimum Learning Language Learning Strategies Assessments

Competencies Items/Content

Listening Listening Listening Listening

• discuss the role a • explaining the • Before the teacher reads the listening • The teacher evaluates the
computer has played historical passage, he/she allows the students to students‘
in modernizing the development of discusses how a computer has performance based on
agriculture field computer radically changed the agricultural their oral responses
being in small • listening for gist practices in the developed countries
groups • The students discuss what we
Ethiopians should do to come closer • The teacher assesses the
• listen to the written • explaining and to such advanced agricultural views of each student
appreciating the practices using a computer based on the criteria
text and work out its
gist value of hard • The teacher gives instructions to he/she sets
work, patience students to carefully listen to the • Observes the attention of
and capacity to teacher when he/she reads out the text the students and keeps a
resist challenges loudly, make notes from each record
paragraph and write out the main idea
of the whole text as reading the text • The teacher collects the
is over students‘ notebooks and
• The teacher gives them time to gives correction
organize their notes and write out the
gist of the listening tex

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Speaking
Speaking
Speaking Speaking
• collect different
information from • expressing • The teachers asks students to collect • listens to each students
different sources and different views different information on the speech and gives value
discuss in groups or in a group or contributions and disadvantages of a based on the criteria
pairs other interactive computer, bring them to class and he/she sets
situations speak for two minutes in front of the
class
• pronounce the vowel • pronouncing the • The teacher listens to the
sounds short [a] and vowels[a] and • The teacher writes short [a] and long pronunciation of the
long [a:] correctly long [a:] [a:] on the blackboard and asks the students and gives them
and understand them correctly in students to pronounce them feedback
when they listen to •
spoken language • The teacher pronounces each word The teacher checks the
spoken sources as and while words the students have
well and asks students to pronounce in the
listening from same way after him/her written and gives
different texts • The teacher writes two groups words feedback
that contained short [a] and long [a:]
• The teacher reads out each of the
sentence that contained minimal pairs
and asks the students to listen to
him/her and write down the word that
they hear
Reading Reading Reading Reading
• analyze the different
historical • comprehending • Before reading the passage, the The teacher checks the
development of the historical teacher discusses what a computer is, understanding level of the
computer and development of its historical development and its students by asking oral questions
understand the computer contribution to human advancement

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extent to which it has • Analyzing the • The teacher checks how

influenced the life of • The teacher reads the passage to the
influence of each student has
people in different whole class loudly and students
computer almost pronounced certain
walks of life at all level of follow him/her how he/she reads each words, made intonation
word, makes intonation and word
human life and stressed on words
level stress
• identifying the with different functions
Grammar different types of
computer • The teacher gets few willing students • The teacher gets
• use simple past to come to the front of the class and students conduct peer
tense in both read out the passage loudly correction along with
spoken and written his/her own support
communications • The teacher gets each student read the
clearly passage individually and silently and • The teacher checks what
answer the questions from the each student has
passage concurrently attempted using his/her
own strategy
Vocabulary Vocabulary Vocabulary Vocabulary
• develop their stock
of vocabulary and • matching words • The teacher discusses what synonym
enhance their level written in bold is using different examples at • The teacher moves
in the passage sentence level. around each row of
of communication
with their students and checks how
synonyms listed • The students find out synonyms for
each student is
after the each of the words written in bold in
participating
passage the passage by discussing in small
groups and using a dictionary • Peer assessment
supported by the teacher
• The teacher asks students to use the
words written in bold or their
synonym in their own different
sentences

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Grammar Grammar Grammar Grammar

• construct different
• The form of • The teacher asks students to write
sentences with present • The teacher checks the
perfect tense correctly present perfect the forms of present perfect tense in
tense in different types of sentences with background knowledge
• use present perfect of the students from their
different types different subjects
tense in different oral answers
of sentences
situations • The teacher explains the forms of
when/where the tense with different example • self-self-correction and
then the teacher gives
necessary • The uses of sentences by eliciting background
the correct answer
• use present perfect present perfect knowledge from the students
tense in describing an tense to • The teacher gives
action that began in the • The teacher asks students to
describe feedback to each
past and is still going on complete each spaces in the
different student‘s attempt
at the time of speaking activities paragraph using the correct verb
• describe an action that form of the present perfect tense
• teacher corrective
began in the past and • The teacher asks the students to
stopped just feedback
write two present perfect tense
at the time sentences that describe actions that
of speaking began in the past and are still going
• use present perfect on at the time of speaking
tense under most
circumstances with
words such as just,
already, so far, since
then, until now, ever,
never etc to

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Writing Writing Writing Writing

• expanding ideas using“ because”,
using (because, but “but”and“or” in • The teacher begins the discussions • The teacher evaluates the
or or in written joining two sentences by asking students to tell him/her awareness of the students
communications how each connecting device is used from their attempt
in joining two sentences.
-teacher correction
• The teacher reinforces the discussion
by adding some more example
sentences and writing them on the
blackboard
• After the discussion, the teacher asks
the students to join the three pair of
sentences individually using the
connecting devices discussed above

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 English for Ethiopia Grade 7 Teachers Guide

• The teacher asks students to use the

devices ―because”, “but” or “or”
and construct their own sentences
based on their background -peer correction supported by
knowledge the teacher
• sing semi-colon
for different • The teacher asks the students to fill
purposes in in the blank spaces in the short
paragraph using one of the three • Teacher correction
written English
connecting devices discussed above
• The teacher reminds the students to
read the short note given in the
module and jot it down into their
notebooks
• The teacher asks students when to • self-correction
supported by the teacher
use the semi-colon in any
• Self and peer feed-back
• The teacher writes different pair of
• use semi-colon at the simple sentences connected by a
right place in semi-colon and explains why it is
different written used to connect them
texts • The teacher asks the students to put a
semi-colon where necessary in the
short paragraph given in the module

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