የኢትዮጵያ ፌደራላዊ ዴሞክራሲያዊ ሪፐብሊክ

የትምህርት ሚኒስቴር
FEDERAL DEMOCRATIC REPUBLIC OF ETHIOPIA
MINISTRY OF EDUCATION

General Education Curriculum

Grade 9-12 English Language

Flow Chart, MLC & Syllabus

March, 2021
Addis Ababa
 No. Name Institution Phone Number Email Remark
1. Cherie Mesfin BDU 0918771744 a2080cherie@gmail.com TEAM LEADER

2. Haile Shibabaw BDU 0912844525 haile.shibabaw@yahoo.com

3 Hailu Gutema AAU 0911108199 hailug232@gamil.com

4 Hailu Wubshet Awasa 0912666278 hailuwub@gamil.com

5. Hailemariam Kekeba AAU 0911684246 hailek2011@gmail.com

6 Dagne Tiruneh Jimma University O911769560 haaraandagne2004@gmail.c

om

7
Mesfin Aberra Hawassa 0916840949 mesfinaberra@gmail.com
Tewodros Zeleke Jimma University 0911944600 kokeb.tedi@yahoo.com
8
9 Teshome Belayneh Dessie Teacher’ 0914737924 teshgabt88@gmail.com
College

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 General Aims of

The English Language Syllabus

for Ethiopian Secondary Schools

The rationale situated under the present English Language Syllabus most suitable techniques and appropriate methodologies from
for Secondary Schools is informed by the empirically valid English language teaching methods created and used in the long
observation that English is a global medium of communication for history of Language teaching, and utilize it/them in a way they help
diverse academic and non-academic prolific purposes. It is essential achieve the desired objective /s. It demands context- sensitive
for students to learn to speak, read, understand, and write English flexibility to make the method fit to learner, not the learner to the
well. There are sets of reasons for learning English which range method.
from communicating with English language speakers , remaining
Teachers of English ought to support and enhance their students’
informed and up-to-date, exploring technological and scientific
success by helping them achieve the desired result identified in the
endeavors, receiving new knowledge and skills, sharing
various lesson objectives and sections whichever approach, or
cultural ,linguistic and social experiences and making easier to
method they would like to employ for a particular lesson or set of
work ,travel ,and study in other countries.
lessons: aural-oral approach, the communicative approach, the
Towards this end, therefore, the rationale of the syllabus is informed audio-lingual method, the direct method, task-based teaching,
by the approach known as principled eclecticism which and/or lexical syllabus etc..
encompasses a more pluralistic and flexible method or approach to
Teachers are advised to balance the development of all four skills
teaching and learning languages. It involves the use of a variety of
(Listening, Speaking, Reading, and writing) at all stages of lessons as
language learning activities, each of which may have very different skills are naturally integrated. In other words, they need to follow
characteristics and objectives. It demands the teacher to identify the integrated approaches. Much of the literature in the field of English

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language and general pedagogy underscore the value of active and Individual work, Pair work and group work (think-pair-share
students centered learning and teaching to ensure deep – learning through model) modes of delivery ought to characterize the English as a
an employment of various modes of classroom organization and utilization Foreign language classrooms in the teaching and learning of the
topic/ theme-based Skills and sub-skills of English. In this Syllabus
of learner and teacher roles in the classroom. Teachers are expected to be
of the English Language, the four language skills of listening,
imaginative, energetic, willing to experiment in order to make their lessons speaking, reading and writing are presented in separate sections and
interesting and to use a variety of techniques. sub-sections, following an integrated-skills approach as much as
possible. The sub-skills of English (micro-skills) vocabulary,
Topic –based / Thematic approaches are essential in promoting grammar, spelling, pronunciation and intonation are also included.
interdisciplinary learning and in exposing learners to valuable In the teaching and learning of grammar focus on form, meaning and
varieties of contexts, situations and circumstances in and for the use along with varieties of exercises/tasks/activities are strongly
process of developing their communicative efficiency in English. recommended.

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 Content Flowchart

Level: Secondary School

Grades: 9 -12
Topic
The Unit One Living in Unit One Population Growth Unit One Environmental Unit One Sustainable
Environmen urban areas I. Listening Hazards Development
t I. Listening Text I. Listening I. Listening
Listening text I: Listening text Text A: A short listening text
- Different listening Topic: Population Explosion
about development in Our
texts explaining life on environmental conservation
Surroundings
styles in urban areas II. Speaking Listening text II: Lecture on Text B: Monitoring News
(accessible through  Pronunciation: environmental hazards and (Using electronic Media) in
electronic materials - Question based their causes line with “Growth Vs.
and Conversations and B. Speaking Development”
recording)Example:. Small talks  Pronunciation II. Speaking
Pros and cons of - Wh-questions - The English - Pronunciation
urbanisation - Is/was/are/were Pure vowels - Tenniel and most
listening texts (difficult areas) recurring difficult
- Do
dealing with sounds (Plural
- Will/can  Discussing familiar
advantages and morpheme /-iz/, /-
- Has/Have environment hazards s/ ,/-z/and Past
disadvantage Simple - Panel discussions
- rising and falling morpheme /-t/, /-d/, /-
instructions to on environmental
intonations (question id?
follow (maps, roads, conservation and
forms with rising and - Sharing ideas
etc.)of urban life combating  pair discussion on
falling intonation)
- Voice expressing environmental growth Vs.
III. Reading
important words in hazards(E.g. Role development using
Topic : Global and National
texts with appropriate Population Growth plays-discussions of common discourse
(municipality, urban,  Text - Reading comprehension roles of the different markers of comparing
etc.) (passages, articles, newspapers, community stake and contrasting issues

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 leaflets, descriptions, holders on the issue - Public Speech about
II. Speaking directions, etc.) in group) and giving Growth Vs. Development
 Pronunciation oral report  Steps in public speech
- Revision of short IV. Vocabulary - Asking for and (opening, progressing
and long vowel  Words such as giving opinion and closing a talk to
sounds population ,population IIIReading: Conserving the hold a public speech)
density, distribution, growth Reading
- Diphthongs Environment
rate, immigration, emigration, Text A: A reading text about
- Consonants  Reading comprehension
fertility rate, mortality rate, Sustainable Development
- Syllables (passages, articles, Goals (article taken from
growth rate, infant, carrying
 Issues of discussion newspapers, leaflets, magazine or newspaper)
capacity, age structure, push-
on urban life and pull factors etc… descriptions, directions,  List of words in line
urban growth tuned  Word Formation: Prefixes etc.) with
towards.  Phrasal Verbs - fall behind, D. Vocabulary - Article – headline,
Reading fall down, fall for, fall of ,fall  Most recurrent Words article, etc.
 Selected vocabulary out, fall over, fall through, feel related to the topic with - Goal - Vision, goal,
items from the text up to, fight back ,figure on their parts of speech mission, purpose,
 Reading aim, etc.)
 Phrasal verbs
comprehension V. Grammar  Procedures to map or
F. Grammar
analyze the given
(passages, articles,  The simple present tenses
 degrees of comparison: essay (e.g. identifying
newspapers, leaflets,  Describing a process: – Thesis Statement of
positive/simple, comparative
descriptions, Present passive voice the essay, Topic
and superlative
directions, etc.)  Tense: simple present and - The simple future sentences of
Vocabulary present perfect tense tense paragraphs, cohesive
Development - who, which, what, - Taking about the devises and
 Dictionary skills when, that, whom. future plan concluding remarks)
(common words - Always, usually, Adverbial clause of concession Text B: A text about
related to the topic be sometimes, never, (Using although, even though, Challenges of Sustainable
identified) Development in Ethiopia (for
rarely in spite of, despite, etc.)
 Phrasal verbs: aim at, detail reading)
 Reading comprehension
ask for, ask out, back E. Writing
VI. Writing questions
down, back off, back

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 up, beat up, beef up,  Punctuation  Report writing (writing Vocabulary
believe in, bite off report on group/panel  Selected words
Grammar i. The period (or full stop) discussions) frequently recurrent in
 Using simple present ii. Question mark, and  The writing process (think, line with the topic.
tense and present iii. Exclamation mark. brainstorm, plan, draft,  Verbal Reasoning
 Word class check, rewrite, proof read) questions to study
continuous tense
i. Nouns, vocabulary
 Wh’ questions using  Writing error free
ii. verbs and - introducing verbal
present simple&  Controlled andGuided-writing sentences
reasoning and the
present continuous  Sentences and their ways to ask questions
Writing categories (functional and on verbal reasoning
 Describing the structural) - Analogy
activities they are - Sentence Completion
engaged in in every G. Extensive Reading Grammar
weekend (use of Reading on environmental - Cohesive devices of
present continuous conservation Comparing and contrasting
tense) ideas
 Punctuation: Period  Conjunctions (but, yet,
(.) and question mark though, although, etc.)
(?)and  Transitional
capitalization(upper Expressions
case) (However, no matter
 Write simple, how, nonetheless, etc.)
compound and - Sentence Fragment
complex sentences  Introduction lesson
on mistakes in
constructing
sentences
 Causes of
producing
fragments
 Ways of correcting
fragments

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 Writing
- Revision on word
rearrangement
- Sentence fragments
- Write Compare and
contrast paragraph
- Graphs interpretation
using Compare and
Contrast cohesive devices –
conjunction and expression
Extensive Reading
Reading texts from poetry,
short story etc.
Time Unit 2 Study Skills Unit 2 Travel Behavior Unit 2 : Civilization Unit 2 Time Management
I. Listening I. Listening (development) Listening
 listening texts Text I. Listening Text A: A text on Time
dealing with study Topic: Travelling and Places Listening text 1: The Management Skills
problems students II. Speaking Gregorian calendar
encounter at different  Pronunciation: Revision Listening text 2: Ancient Text B Procrastination
levels Simple and long vowels Civilizations in Ethiopia II. Speaking
Speaking :/ i/,/i:/  Conducting survey and
 Pronunciation diphthongs: / ei/,/ai/ II. Speaking Oral Presentation (Based
 Asking for and Consonants: /p/,/f/  Pronunciation: Revision on on the survey they made
giving advice /θ/, / /, /s/, /z/ diphthongs on time management
 Giving suggestions  Rising intonation eg questions  Interview – (Language of skills – asking for
Reading with rising intonation: are you interview) information, filling charts
 Topic: Study skills in the library?  Expressing preferences
(from passages,  Giving oral Report
and reporting)
 Giving Instructions
research outputs on  Giving advice & warnings -  Asking for and giving
III. Reading
study behaviours,, Ought to, should, must/mustn’t Features of contemporary civilization someone’ opinion
etc.) D. Vocabulary Reading
IV. Vocabulary  words related to the topics

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  Collocation III. Reading  Vocabulary learning strategies
Text  ATime
 Phrasal verbs
 Selected vocabulary Text Grammar:
Management (from
items related the  Topic: Travel Behavior (from  passages,
Present perfect and past perfect research
topics passages, research outputs on tenses outputs on study
 List of phrasal verbs: study behaviours,, etc.)  Direct and Reported Speechbehaviours,, etc.)
blow away, blow off,  Relative clauses Vocabulary
IV. Vocabulary  Make and Let
below out, below up,  Word Game related to
Words such as : E.Writing
boil down to, break time management
down, break in, break  allow/ not allow, prohibit,  Summary writing
forbid, traveler/travel,  Analogies(Note on the
off, break out, break  Writing Narrative essay
through journey, road users, vehicle, various features of
F. Grammar
Grammar road traffic crash, mobility, answering analogy
-The present perfect and past
 Connectors: leisure, pedestrian, questions.
perfect tenses
additional markers safe/unsafe driving/walking  Phrasal verbs -
-Direct speech and Reported
(and, in addition, or crossing, traffic rules, Grammar
speech
furthermore,.. ) traffic accident etc..; obey  Expressing Result
firstly, secondly, .. traffic rules, heavy traffic(a -Relative clauses
 Expressing Wish (The
finally) … lot of traffic), light -Make and let
Statement Patterns, Verb
 Simple past and Past traffic( not much traffic),road G. Extensive Reading
continuous tense Wish, and its tense and
rage( anger while Reading on modern civilization
 Adverbs of frequency time patterns)
driving),stuck in traffic,
(always, sometimes,  Verbs followed by
traffic is picking up(traffic is
rarely…) gerund and infiniteves
increasing)
Writing Writing
 Word Formation: Suffixes
 Descriptive Writing  Jumbled Paragraphs
 Writing personal  Phrasal Verbs: fill in, fill out
,fill up, find out ,fix up, flip  Business Letter Writing
letter Writing
out, float around, follow up, Extensive Reading
fool around, freak out Passage about Time
V. Grammar Management
 Tense: Simple past Revision Exercises
 Modal auxiliaries:, need
to, can, will

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 IV. Writing
 Types of sentences (Simple,
compound and Complex
sentences)
 Punctuation (Comma, Semi-
colon Colon)
Road and Unit 3 Road Traffic Unit 3 Punctuality Unit Three : Causes of road traffic Unit 3 Evidence on Traffic
Traffic Accident I. Listening accident Accident
Safety I. Listening
I. Listening Topic: Punctual Student (Text Listening
Topic: Causes of road traffic
Topic: Traffic Accident from various source or produced) Accidents Topic: Who is at Risk?
Different listening texts II. Speaking II. Speaking  Questions asked on
structurally tailored on  Pronunciation: Pronunciation: diphthongs detailed information
Traffic accents -Simple and long vowels Asking for and giving opinion Speaking
Discussing and explaining causes and
(accessible to mobile : /æ/,/ /ʌ/, /, /ə/ Expressing beliefs
effects
recording) -diphthongs: /oi/, /au/ as in Giving public speech Expressing doubt
II. Speaking boy,now) Expressing agreement
 Pronunciation – - Consonants: / ts/, /s/ (as Expressing disagreement
Syllable stress (Noun in church,she C. Reading: Socio-economic impacts Reading
and Verbs) of road traffic accidents
 Asking for and giving Text A: Magnitude of Road
-Reading comprehension
 Small talk on traffic opinions (expressing About Traffic Accidents
pre-reading, while reading and post
accident Thoughts And Beliefs) reading activities Critical Reading 1
 Asking for and  So and Neither -Skimming and scanning  Logical reasoning
giving direction III. Reading -Reference and inference skills tasks
Text -Reading and reflection on the
Vocabulary
Reading passage
Topic: Punctuality  List of words collected
Topic: Traffic Accident -Reading and summarizing
Reading comprehension from listening and
Reading comprehension (passages, global research outputs D. Vocabulary reading passages
(passages, global on traffic accidents, leaflets, -Guessing skills  Analogy Task 1
research outputs on stories, descriptions, instructions, -Word formation(Prefixes and
a) Synonyms
traffic accidents, leaflets, suffixes)

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 stories, descriptions, etc) -Gap filling b) Antonyms features
instructions, etc) E. Writing  Cloze test questions on
-Descriptive writing
Vocabulary IV. Vocabulary Sentence completion
-Describing a process: using active-
Selected vocabularies on Words such as : passive voice Grammar
traffic accidents - sharp, on time, unpunctual - Using the process writing stages:  Tense balance in
Phrasal verbs: Break /unpunctuality,  Think conditional sentences
over, bring over, bring punctual/punctuality  brainstorm  Participles and Participle
 plan
up - punctual, time , value, phrases
 draft
Grammar persevere, appointed time…;  Check Writing
1. Modal Verbs (shall, success, discipline, destination,  rewrite  Jumbled paragraphs of a
should, must, will, hard work  proof read narrative essay
have to) synonyms: promptitude, - Writing cause and effect text  Writing a narrative essay
-Summary writing
promptness, timeliness, readiness,  Misplaced modifiers
Writing F. Grammar
willingness, earliness, aptness  Active and passive voice Extensive Reading
1. School based Student
-Word Formation: Conversion  Adverbial clause of Extracts on car accidents
surveys on students’
(Noun to Verb, Verb to Noun, Result( so that, in order from a novel or short stories
knowledge of traffic that, so, )
Adjective to verb, Adjective to
safety Keeping diary  Adverbial clauses of
noun)
2. Punctuations (full cause/reason
- Phrasal Verbs: get ahead, get G. Extensive Reading
stop and questions
along, get around to, get away, get
marks)
back, get back at ,get back to, get
3. Informal letterwriting
behind, get by, get down
V. Grammar
Adverbs of time : common
single-word time adverbs
Adverbs of manner: well,
quickly, softly, beautifully,
greedily, happily ,patiently, hard,
carefully, early

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 Tense :The simple present tense
(describing habits,…)
VI. Writing

- Punctuation
i. Brackets, ( [ ] )
We use for brackets for
explaining
technical matters, but even
without
their inclusion, your sentence
alone
will make sense.

ii. Braces ({ } )
We use braces for carrying two
or more lines of text or listed
items that are considered as a
unit.
They may not be used, but tend to
be used in computer programming
descriptive text because they
demonstrated what should be
carried within the same lines.
Braces are also seen quite a bit of
mathematical statements.
iii. Parentheses ( ( ) )

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 We use Parentheses to include
further detail or qualifying
remarks.
The repetition in parentheses can
be held in place by commas too.
In many cases, the meaning would
not change.
- Mechanics
Phrases and clauses
Paragraph on Punctuality
Controlled andGuided writing:
- narrative paragraph
- descriptive paragraph
Natural Unit Four National Unit Four Tourist Attraction Unit Four: People and Unit 4 Natural Resource
Resources Parks I. Listening Natural resources Management
I. Listening
I. Listening Topic: Tourist Information I Listening
Topic: Ownership of Natural
Topic: National Parks Text: Listening source – Topic: Care for Natural
ResourcesText: (Listening
(Listening source – Magazine; newspapers, flairs, resource (Listening source –
Magazine; newspapers, source – Magazine;
electronic media) Magazine; newspapers, flairs,
flairs, electronic media newspapers, flairs,
II. Speaking electronic media)
II. Speaking electronic media)
 Pronunciation: II. Speaking
 Pronunciation – II. Speaking
Pronunciation of  short and long vowels Pronunciation Thriphthongs – Pronunciation –
words relevant to the : /i/,/ /i:/, /, / / as in hear, power, hour, poor, Suprasegmentals (Onset,
topic (Park, national, -diphthongs: / ei/,/ai/ as in etc. Peak, coda - stress, tone and
fauna, flora, etc.) say, pay, day, bye, ice, etc Speech presentation – Prepared intonation – e.g word initial
 Describing places - Consonants: / /θ/, / / speech (forest conservation in and word final stress, etc)
with details (as in think , these) and /s/, focus) Talking about familiar topics
 Expressing Expressing Reasons
/z/, /b/, /m/ Asking for and giving direction
preferences (Visiting III. Reading

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 in context) Expressing opinion: Agreement & Expressing complaint Topic 1: Integrated Natural
III. Reading disagreement Social expressions: saying ‘no’ Resource Management
Topic: Bale National Asking for opinions tactfully (E.g. I’m not keen on Text source – passages from
Park III. Reading …, I don’t particularly like …/ global research outputs on
Text source – passages Topic: Tourism I’d really rather not …/ If it’s tourism, leaflets, stories,
from global research Text source – passages from OK with you, I’d prefer not to descriptions, tourist guide
outputs on tourism, global research outputs on …) materials,
leaflets, stories, tourism, leaflets, stories, Topic 2: Natural Resource
descriptions, tourist Management in Ethiopia
descriptions, tourist guide
III. Reading Text source – passages from
guide materials, materials,
Topic: Indigenous forest Magazine, newspaper,
IV. Vocabulary IV. Vocabulary
conservation periodicals, electronic
 Familiar vocabulary  Words such as : ticket, tourist,
items related to the Text source – passages from resources, leaflets,
tour, itinerary, guidebook,
topics global research outputs on IV. Vocabulary
mosque, church, waterfall,,
 Word formation: List tourism, leaflets, stories,  Words from the texts
sightseeing, currency,
of prefixes: ante, (listening and reading)
reception, tour guide, depart, descriptions, tourist guide
anti, co, dis, en/em,  Common words related
resort, travel,/mode of travel, materials, to the topics
 List of phrasal verbs:
burn up, burn out, accommodation, heritage, IV. Vocabulary  Word formation –
butt in, call back call package tour, booking, Common words related to the (blending,
in, call off, call up, attractions, entertainment, topic compounding,)
call, calm down, care custom, scenery, Word formation - Prefixes and  Analogy exercise 2
for, carry out surroundings, arrive, scenery suffixes (Intensity, Part to
V. Grammar  Word Formation: Compounds wholeType & category
Phrasal words: These must be
 Zero conditional - Noun - noun features)
taught explicitly with contextual
Sentences compounds; Adjective-  Cloze test on sentence
examples: lock out, lock up,
completion 2
 First Conditional noun compounds; Verb- look around, look at,look down
 Phrasal verbs -
Sentences noun compounds; Verb- on, look up, look into, look
V. Grammar
VI. Writing particles out, look over, look forward
 Transitional
1. Punctuation marks – to)
 Phrasal Verbs: get in,get words/phrases of time
scomma, emicolon, V. Grammar
off,get off on, get on, get out, clause

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 and colon, get out on, get over, get over  Parts of speech  Tense balance in Time
2. Making notes from with, get through, get to  Simple future clauses
surveys  Future perfect  Subject- verb agreement
3. Writing controlled V. Grammar  Adverbial clause of
VI. Writing
paragraph. Tense: Simple future tense Purpose (so that, in order  Cohesive devices
4. Spelling rules and Future Intentions: Be going to + that, so, )  Dangling modifiers
convention verb, Present Continuous( I’m VI. Writing  Rearranging Jumbled
visiting), Be planning to / Be - Descriptive writing (Guided paragraphs of
thinking of, Paragraph) expository Essay
- Free writing (Writing  Writing Expository
Indefinite pronouns:
Essay
Adverbial clause of result: expository paragraph on related
VII. Extensive Reading
So.....that, Such....That..... : topic – Natural Resource)  Story about
IV. Writing Indigenous ways of
- Punctuation Natural Resource
i. Apostrophe ( ‘ ) Management
ii. Quotation Marks (” “) and (‘ ‘)
iii. Ellipsis (. . .) or (***) VIII. Revision Exercises
 Pronouns, adjectives and
adverbs in sentences
Report writing
How to write an Itinerary
Farming Unit Five Horticulture Unit Five Honey Processing Unit Five Irrigation Unit 5 Mechanized
I. Listening I. Listening I. Listening Farming
Topic: Horticulture in Topic: Honey Processing Topic: Agriculture in Ethiopia I. Listening
Ethiopia Text Course: Research, Books on Text Course: Research, Books Topic 1: Agricultural
Text Course: Research, Agriculture, Web pages on Agriculture, Web pages Mechanization
Books on Agriculture, II. Speaking II. Speaking Topic 2: Mechanized
 Pronunciation:
Web pages  Expressing reason Farming Tools
-Simple and long vowels
II. Speaking  Expressing counter Text Course: Research,

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  Talking about : /æ/,/ /i:/, //ʌ/, /ə/ agreement Books on Agriculture, Web
familiar topics -diphthongs: / oi/,/ui/ as in boy,  Public speaking (Agriculture pages
(cultural foods,) now ) in my home village/town) II. Speaking
 Talking about - Consonants: /b/, / p /, /t / , II. Speaking  Asking for information
alternative and /k/,/g/  Expressing reason (Yes or No questions
contrasting point of (as in )  Expressing counter and
view using a range  Giving Instruction agreement
 How to describe a process: Wh-word questions)
of structure  Public speaking (Agriculture  Interviewing
III. Reading  make and do in my home village/town)
III. Reading  Public Speaking on
Topic: Horticulture Text  Social expressions:
Topic:Making Honey Mechanized farming
source (passages, global suggesting (I suggest + _ ing,
Text source (passages, global III. Reading
research outputs on I suggest that travel agents
research outputs on tourism, …., Why don’t we ….?, We Topic: Benefits of
tourism, leaflets, stories,
leaflets, stories, descriptions, could…? Mechanized Farming
descriptions, tourist
tourist guide materials, etc)  Social expressions: Text source (passages,
guide materials, etc)
 Words: bee bread, candy, alternative perspective E.g. global research outputs on
IV. Vocabulary
comb, drone, nectar, hive, Instead of doing …., we tourism, leaflets, stories,
 Common words honey, honey-comb, honey could …. On the other hand descriptions, tourist guide
related to the topics. bee/bee, grading, packaging, … Look at it this way … But materials, etc)
 Words from the textx processing, bee-keeper/bee then again … Even so … Critical Reading 2 -
(listening and keeping, honey-basket, honey- Logistical Reasoning
reading texts) man, honey extractor, III. Reading IV. Vocabulary
 Word formation (List packaged –honey, honey- Topic C: Irrigation in Ethiopia  Common words related
of prefixes ex, mis, making, cut-comb honey,
pre, re, sub, un,) Text source (passages, global to the topics
pour, sweet, taste, fill, strained research outputs on tourism,  Words from the texts
 phrasal verbs: carry –honey, honey-yellow, honey
out, carry on, catch leaflets, stories, descriptions, (listening and reading)
plant/honey flower
on, catch up, cheat tourist guide materials, etc)  Analogy exercises 3 –
 Honey sentences:
on, check in, check IV.Vocabulary analogy based on using
 Honey, Do you want some
out chicken out, chop  Common words related to the feature of Manner
coffee?
up, clean out the topic  Vocabulary in various
 The district is noted for its

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 V. Grammar honey and fruit…..  Words from the texts activities
 Relative pronouns  Word Formation: Blending (listening and reading)
 Relative Clauses and Clipping  Phrasal verbs V. Grammar
 Phrasal Verbs: get together, V. Grammar:  Verbal (Gerund,
VI. Writing get up, give away, give in,give  Descriptive adjective Infinitive and participle)
 Punctuation marks – out,give up, go about,go after,  Thirds Conditionals  Common variations in
end markers and go ahead, go along with  Adverbial clause of Conditionals – e.g.
interrupters V. Grammar reason Unless; As long as; on
 Word order - Transition words: Next, VI. Writing condition that; Variations
 Writing conventions First ,Finally ,Then, After  Process of the writing in Type II and Type III
 Spelling rules - make and do  Structure of an essay
-Tense :The present simple tense in conditionals
(introduction, body and
active and passive forms VI. Writing
conclusion)
- Comparison : simple /first degree  Argumentative  1editing Wordiness
essay
(as + adjective + as…)  Descriptive Essay
writing.
VI. Writing a) Arranging Jumbled
 Punctuation (The period (or full Paragraphs of
stop) descriptive essay
 Mechanics
b) Writing Descriptive
 Editing faulty subject-verb
agreement: various rules Essay
 Dictation - How Do Bees Make Extensive Reading
Honey  A story about
Mechanized Farming
Climate Unit Six Poverty Unit Six Migration Unit Six Global warming Unit 6 Green Economies
Change I. Listening I. Listening I. Listening I. Listening
Topic: Poverty in Topic: Ethiopians Abused on Topic: What is global warming Topic I: Green Economy
Developing Countries Gulf Migration Route Text Source – Magazine, Strategy
Text Source – Magazine, Text Source – Magazine, newspaper, periodicals, Topic II: Inclusive Green
newspaper, periodicals, newspaper, periodicals, electronic electronic media, etc. Economy
etc. media, etc. II. Speaking Text Source – Magazine,

16 | P a g e
 II. Speaking II. Speaking  Pronunciation: Nasal newspaper, periodicals,
 Asking for, giving sounds and affricates electronic media, etc.
 Pronunciation:  Likes and Dislikes
and declining II. Speaking
Permission -Simple and long vowels  Panel discussion Advice
 Expressing opinion : /æ/,/ /ɜ:/, /ə/ , / j/  Debate  Asking for advice
about Poverty -diphthongs: / ei/,/ai/ as in III. Reading  Giving advice
III. Reading day, bye ) Topic: The effects of global
 Expressing purpose
Topic - Poverty - Consonants: /n/, / n /, warming on economic
development using expressions of
alleviation strategy /t / , /k/,/g/ ,/l/,/m/
Text source: article from purpose
Text source: (passages, (as in)
Newspaper, magazine, III. Reading
research outputs on  Talking about cause and
periodicals, Webpages, etc. Topic 1: Towards Green
poverty, poverty effect (because, since, since, IV. Vocabulary Growth
documents, article on as, owing to, due to ,therefore,
 Common words related to Topic 2: Green Economy in
poverty alleviation so…; As a consequence the topic Ethiopia
strategy., etc.) III. Reading  Words form the texts
Topic: Migration in Ethiopia Text source: article from
IV. Vocabulary (listening and reading texts)
Text: Newspaper, magazine , Newspaper, magazine,
 Common words  Phrasal verbs - narrow
periodicals, Webpages, etc periodicals, Webpages, etc
related to the topic down, pay back, pay for,
IV. Vocabulary
 Word formation - pay off, piss off, pick on,
IV. Vocabulary  Words from the texts
suffixes like --ate, ---- pick out, pick up, pile
ise/ize, ---ment,--- up, pay up (listening and reading
 Words - :immigration,
esh, ---tion, and V. Grammar: passages)
migration, migrant, migrate,
reading resources immigrant, immigrate,  Adverbial clause of  Words related to the
 phrasal verbs: clear refugee, crossing, borders, comparison topic
up, clog up, close mobility, asylum, repatriation,  Conditional clause  Analogy exercise based
down, close off, temporary residency,  The present, past tenses and on the features of
come down, come emigration, journey, caravan, future tenses functions
about, come across,  Word Formation: VI. Writing  Phrasal Verbs –
come apart, come Compounding (without a  The writing process V. Grammar
back, come down connecting element, With a (Revision) (Generating  Relative clause

17 | P a g e
 V. Grammar vowel or consonant as a ideas for writing. Pre-  Relative pronouns
 Modal auxiliaries: linking element, With a writing, Brainstorming,  Sentence combination
expressing preposition or conjunction as Free writing, Mapping/ using relative pronouns
necessities and a linking element clustering  Sentence comprehension
moral oblications  Phrasal Verbs: go around, go  Writing compare and based on relative
(have to/must, need away (go back, go back on, go contrast text writing pronouns
to) beyond, go by, go down, go Expository Essay
for, go in, go in for
VI. Writing VI. Writing
 Paragraph writing V. Grammar  Interpreting data:
 Parts of a paragraph ( Comparing two pie
topic sentence and  Tense: present perfect, simple charts
supporting sentences) past, and past perfect
 Write an expository
 Structure of a  Prepositions of time: at, in, of essay on the given topic
paragraph  Adverb clauses of cause or
reason and purpose: Extensive Reading
 Verbs: active and passive  A text on green
voice economy
VI. Writing Revision Exercises
 Punctuation (Question Mark
 Spelling rules: Most
important spelling rules (i
before e, except after c unless
it sounds like a and adding
suffixes towards that end in y)
 Summary writing
 Interpreting Graphs:
Patriotism Unit Seven Unit 7 Branding a Country and Unit Seven: Adwa Unit Seven National Pride
Community Services National Identity I. Listening Listening
I. Listening I. Listening Text 1: What is Patriotism? Text A: Celebrating National
Topic: Community Text source: articles, Pride Day
Topic: Country Brand: Image

18 | P a g e
 Service in Schools and Reputation newspapers, magazine, Text B: National Pride Vs.
Text source: articles, periodicals, electronic media, Global Citizenship
Text source: articles, newspapers,
newspapers, magazine, etc. Text source: articles,
magazine, periodicals, electronic
periodicals, electronic II. Speaking newspapers, magazine,
media, etc.
media, etc.  How to ask for and give periodicals, electronic
II. Speaking
II, Speaking permission media, etc.
 Expressing opinion –  Pronunciation:  How to praise in II. Speaking
asking for and giving -Simple and long vowels English  Debate (Expressions
opinion; accepting : /æ/,/ /ɜ:/, /ə/ , / j/  Debating of presenting debate)
and declining one’s -diphthongs: / ei/,/ai/ as in III. Reading  Spotting and
opinion) day, bye ) Topic: The Battle of Adwa: The Describing(picture
III, Reading - Consonants: /n/, / n /, Symbol of National Unity III. Reading
Topic: Aspects of /t/ , /k/,/g/ ,/l/,/m/(as in ) Text source: articles, Topic 1: Mega Events of
Community Service  Expressing opinion: newspapers, magazine, Countries
Text source: articles, Agreement and disagreement periodicals, electronic media, Text 2 Longevity of National
newspapers, magazine,  Giving suggestions/advice etc. Pride
periodicals, electronic - giving advice /suggestion VI. Vocabulary Text source: articles,
media, etc.  Common words related to newspapers, magazine,
IV. Vocabulary  Describing places (Words: the topic
ancient ,boring, bustling, periodicals, electronic
 Recurrent words  Words selected from the
charming, media, etc.
related to the topic texts (listening dn reading
contemporary ,compact,, IV. Vocabulary
 Common words taken passages)
exciting, famous ,fantastic,  Words taken from
from the texts  Phrasal verbs - plan ahead,
fascinating, huge, lively, pull off, plan on, plug in, texts (listening and
 Word formation -
popular, picturesque, touristy) plug in/into, plug up, point reading Passages)
Words with suffixes
III. Reading out, point to, print out,  Analogy Exercise
 Derivative words
Topic 1 Branding A Country plan for  Phrasal Verbs
 phrasal verbs: drop
Topic 2 National Identity V. Grammar: V. Grammar
off, drop in, dropout,
Text source: articles, newspapers,  Gerund and Infinitive  Direct and Indirect
dry off, dry out, dry
magazine, periodicals, electronic  Participle Phrase Speeches
up, eat up, empty out,

19 | P a g e
 end up fall apart media, etc.  The verb mood  Pronouns and Vague
V. Grammar  Words: nation, patriotism,  Order of adjectives in a Pronoun Reference
 Conditional nationality , citizen, sentence V. Grammar
sentences (Type I, II nationalism, ethnic,  Direct and Indirect
and III) nationalist ,national, VI. Writing Speeches
nationwide, nationhood, Descriptive essay  Pronouns and Vague
VI. Writing society, culture, native, Pronoun Reference
 punctuation marks: countryperson, ethnic group, VI. Writing
semi colon, colon nativeness
 Punctuating Direct
and the exclamation  Words: country branding
Speech
mark features country image,
 Rearranging jumbled
 Descriptive distinguish, position the
paragraph country, messages about the paragraphs of Narrative
country, tangible and essay
intangible features, place  Writing a narrative essay
reputation, image, on a National Holiday
characteristic architecture, VII. Extensive Reading
unique sights, national Poems on National Pride
cuisine, celebrities, culture,
event, weather/ climate,
history ,tourists, investor
 Word Formation: Prefixes
and suffixes
 Phrasal Verbs: go in/go in
to,go off,go on, go out,go
over,go through with,go up,
go with, go of around, gross
out
V. Grammar
 Conditional sentences:

20 | P a g e
  Reported speech:
VI. Writing
 Sentence construction using
words taken from the text
 argumentative paragraph
 develop chart and journal
Health Unit 8 Communicable Unit Eight Healing Power of Unit Eight: Efficiency of Unit 8 Tele Medicine
Diseases Plants Health Services Listening
I. Listening
I. Listening I. Listening Topic 1: Fundamentals of
Topic: The Potential Side-effects
Topic: Preventing Topic: Listening to lecture Tele Medicine
of Pharmaceutical Products
Communicable diseases (Drugs) HIV/AIDS Topic 2: Benefits of Tele
Text source: Pamphlet, Text source: Related text from Text source: Related passage Medicine
Periodicals, articles, Pamphlet, Periodicals, articles, from Pamphlet, Periodicals, Text source: Text
webpages webpages articles, webpages fromPamphlet, Periodicals,
articles, webpages
II. Speaking II. Speaking
II Speaking II. Speaking interview (pair and group  Meeting (Conducting
 Discussion on disease Giving instructions: interview) meeting)
prevention Giving oral report  Oral Presentation on
Apologizing (Asking for and giving
 Expressing regrets the decision made)
apology)
III.Reading III. Reading
III. Reading III. Reading Topic: Prevention of chronic Topic I: Integrated Tele
Topic: Youngsters and and Infectious Disease Medicine System
Topic :Plants That Heal
communicable disease
Text sources: passages, research Text source: medical books, Topic 2: Telemedicine in
Text sources: passages,
outputs on diseases, disease internet resources, articles, Ethiopia
research outputs on
related communal stories and electronic sources. Text source: Related passage
diseases, disease related IV. Vocabulary from Pamphlet, Periodicals,
support system, etc.)
communal stories and  Words taken from the text articles, webpages

21 | P a g e
 support system, etc.) IV. Vocabulary  Words related to the topic IV. Vocabulary
IV. Vocabulary  Phrasal verb: pull out, pull  Common words
 Words: therapeutic, acute,
 Common words over, put off, punch in, related to the topic
persistent, respond,
related to the topic punch out, put away, put  Word from the
medicinal/medication, drugs
 Words from the back, put down, put in, passages
diagnosis, herbalist, herbal
passages (listening pull through  Cloze test
cure, herbs, cure, heal/healer,
and reading texts V. Grammar  Analogy
illness, ailment,
 phrasal verbs: come injury,desperation,
- Adverbial clause of
down to, come down manner V. Grammar
traditional, witch
with, come in, come - Passive voice(with all
 Word Formation: Coinage  Voice Usage (Active
off, come on, come tenses)
and backformation and passive voice
out, come over, come - Adverbial clause of
 -Phrasal Verbs : grow out of, sentence structure)
up, come through, grow up, hand back, hand in, comparison
come up with  Verbs and
hand out, hand over, hang - Quantifiers(quantity,
V. Grammar Prepositions
around,hangon,hang out,hang quality, singular and
 Present perfect tense up  Pronoun and Adverb
plural nouns) Changes in Reported
and present perfect V. Grammar
VI. Writing Speech
continuous tense  Mechanics and Punctuation
Expressions of quantity: much,
Writing Cohesive devices
many, a few, a little, a lot of/lots VI. Writing
 Punctuation marks:  Writing the report of the
of , a great deal of , a large  Jumbled paragraphs
(hyphen, apostrophes interview
number of ,some, any, enough, of argumentative
and exclamation  Argumentative essay
each, every essay
mark)
 Writing narrative Expressing cause and  Thesis statement
Paragraph effect:because, since, as, due to,  Argumentative Essay
therefore, so, as a result, Thanks  Structural elements
to, of argumentative
VI. Writing essay
 Punctuation: Semicolone Extensive Reading
 Interpreting Graphs: useful  Long text about

22 | P a g e
 graph vocabulary – increase, Telemedicine with
rise, grow, climb; decrease, questions for
drop, fall, decline; fluctuate, reflection
stable; gently,
gradually ,slightly, steadily;
suddenly, sharply,
dramatically
 Graph analysis and
evaluation- useful graph
language-
Unity in Unit Nine: Fairness and Unit Nine Multilingualism Unit Nine: Indigenous Unit Nine: Conflict
Diversity Equity I. Listening conflict resolution Management
I, Listening Topic: A Young Polyglot I, Listening Listening
Topic: Equity, equality Topic 1. What is indigenous Topic 1: What is Conflict
and fairness Text: passages from books, conflict Resolution? Management?
Text source: Articles, magazines, electronic sources  -Lecture on the concept of Source of text: Articles,
Newspaper, magazine, indigenous knowledge Newspaper, magazine,
II. Speaking
electronic media, etc.  Text source: Articles, electronic media, etc
II, Speaking Misunderstanding Newspaper, magazine, Text B: Orientations to
Panel discussion electronic media, etc. Conflict
Surveying/Interviewing
Topic 2:The roles of indigenous Text source: Articles,
III, Reading knowledge in conflict Newspaper, magazine,
Topic: Fairness and III. Reading resolution. electronic media, etc.
equity in schools Text source: Articles,
Topic :The Cognitive Benefits of
Text source: Newspaper, magazine, II. Speaking
Being Multilingual
passages, research electronic media, etc.  Self-description:
outputs on fairness Topic :The Personal and : B. Speaking Talking about oneself
and equity stories, Professional Benefits of Being -Asking for clarification (Describing one’s
etc. Multilingual Debate, physical appearance;

23 | P a g e
 IV. Vocabulary Text source: magazine, article, - -Asking for information feeling; personality)
-Common words newspaper, etc. - eech  Play (Drama)
related to the topic III:Reading:Strategies for III.Reading
IV. Vocabulary
-Words from the conflict Resolution Topic 1: Conflict
texts(Listening and -mother tongue/first language, Text source: Articles, Management Models
reading) multiple languages, diversity, Newspaper, magazine, Source of text: Articles,
-Phrasal verbs: con bilingual, polyglot, multilingual, electronic media, etc Newspaper, magazine,
into, con out, con out plurilingual, communication, D. Vocabulary electronic media, etc.
off, count on count multicultural/multiculturalism Common words related to the Vocabulary
up, cover up, crack topic  Words from the texts
Word Formation: Borrowing
down, cross off, cut Words taken from the  Analogy exercise
(Words from another language)
back, cut down texts(Listening and reading )  Cloze test
V. Grammar Phrasal verbs: have on,head -Collocations Grammar
Passive voice back, head for, head toward,hear -Idiomatic expressions  Revision of the
VI: Writing about,hear of,heat up,help out,hit -Phrasal verbs pattern of the verb
Punctuation on, hold against E. Writing Wish
marks( hyphen, cohesive device  Faulty Subject-verb
V .Grammar
apostrophes and Thesis statement Agreement 2
exclamation mark) Conditional Sentences: expository text  Tense Change in
Writing biography F. Grammar Reported Speech
Expressions of wishes: …
Writing short Nominative case and accusative Writing
descriptive Articles: Definite and indefinite case  Punctuation
paragraph a,an,the Past continuous tense and past  Argumentative essay
Vocabulary perfect continuous tense  Application Letter
Tenses: simple present, simple,
development .G. Extensive Reading Extensive Reading
future, and simple past
Texts with vocabulary -Reading on Strategies Conflict Drama Script or reading text
for learning State verbs: thoughts & Resolution on Traditional Conflict
opinions- Resolution Strategies

24 | P a g e
 VI. Writing
Summary writing:
- How to produce a summary
-The features of a summary
Letter writing: Writing a Formal
Letter ( Sender’s Address; Date;
Inside Address; Salutation; Body;
Closing; Enclosures)
Technology Unit Ten The Internet UNIT TEN : Digital Versus Unit 10: Artificial intelligence Unit 10 Robotics
I.Listening Satellite Television I. Listening Listening
Topic 1: Internet and I. Listening Topic 1: What is artificial Tpic 1: What is Robotics?
electronic media Topic: Is Television Good or Bad intelligence? Topic 2: Robotics in
Text source: Articles, Passage taken from websites, Topic 2: History of Industrial Ethiopia
Newspaper, magazine, articles, etc. Robotics in the 20th Century Text Source – articles from
electronic media, etc Topic 2: Robotics in Ethiopia magazine, science fiction,
Topic 2: Social Media II. Speaking Text Source – articles from webpages, etc.
Text source: Articles,  Expressing compliment magazine, science fiction, Topic 3RoboCop
Newspaper, magazine, III. Reading webpages, etc Text source: A movie
electronic media, etc Topic 1 Digital Television II. Speaking produced in 1987
Topic 2: Satellite Television  Expressing Speaking
II, Speaking Text source – passages from dissatisfaction  Interviewing Partners
Expressing opinion books, webpages, magazines,  Debate about the movie they
III, Reading newspaper, etc.  Public speech watch on robotics
Source of text: III.Reading  Oral Report
Articles, Newspaper, IV. Vocabulary Topic: The Impact of New Reading
 Words signaling two pieces Technology on the Labour
magazine, electronic Topic 1: Learning to
compared: (also, just as, as Market
media, passages, Manipulate Robotic
well as, like / likewise , both, Text sources: Passages from
research outputs on
25 | P a g e
 internet services, comparatively, newspaper, magazine, books, Reading Text B
stories, etc.) similarly/similar, identical, websites, etc. Socially Assistive Robots
Vocabulary equivalent, the same as, too, D. Vocabulary (SARs)
-Common words have in common, share the  Words related to the topic Text Source – articles from
related to the topic same, in the same manner, in  Words taken from the texts magazine, science fiction,
-Words from the the same way, neither)  Homophones and webpages, etc.
texts(listening and  Words signaling two pieces homographs Vocabulary
contrasted: (although,  Phrasal verbs - rule out, run
reading )  Technology related words
yet ,while, ,unlike, however, in across, run around,screw on,
-phrasal verbs: cut  Context Clues
contrast to ,but, besides, run into, run out, run over,
off, cut out, cut up,  Analogy Exercise
differ, regardless, rather than, run up,run down\
deal with, do away otherwise, more than, Grammar
with, do over, do nevertheless, instead, less  Revision on types of
with, do without, than) Common Mistakes in
doze off, dress up  Words :better, favorite, Grammar constructing Sentences
Grammar easier, differentiate, more  conditionals(Review)  Revision activities on
-simple past tense comfortable, technological  Review of the present tense and tense balance
-past contuse tense improvement,innovative simple tense, present  Revision exercises on
-present perfect tense /innovation, invent /invented, progressive using subordinate
-present perfect improvement/s, advancement  Types of adjectives conjunction words and
continuous tense  Phrasal Verbs : hold off,  Adjectives for descriptive phrases
Writing hold on, hold out, hold writing Writing
Expository paragraph up,hook up,hurry up,keep  Adverbs and their types  Argumentative Essay
writing at,keep away,keep down,keep  Review of reported speech  Curriculum Vitae
from for report writing
Extensive Reading
V. Grammar  Extract from Science
Writing
 Modal auxiliaries: (ought to,  Adjectives for
Fiction
should, must, have to, need to,  General questions on
descriptive writing
can, will the extract
 Describing place, people
 Direct and indirect Object: and things

26 | P a g e
  Transitive and intransitive verbs 
Writing an article
 Types of objects:direct and /report to a radio
indirect broadcast
VI. Writing Extensive Writing
-Reading on Artificial
 Rearranging jumbled
sentences
Writing expository paragraph

27 | P a g e
 Minimum Learning Competencies

Level: Secondary School

Grades: 9 – 12

Topics Grade 9 Grade 10 Grade 11 Grade 12

28 | P a g e
 The Environment Unit 1 Living in Urban Unit One: Population Unit 1 Unit 1 Sustainable
Areas Growth Listening skills Environment
Listening  Listen and identify Listen
 predict the contents of  Listen to a short talk and
Listening important information
listening texts using tell the main ideas
 Listen and take not from a  Listen to the same short
different contextual clues Topic: Population
lecture, broadcast, or any talk and identify specific
 identify gist of spoken Explosion details
texts presentation  Listen to the public talk
 identify specific  Extract specific  Listen for gist and details and identify the purpose
information information of the speaker
 Listen and retell.
 guess meanings of some Speaking
 Extract detailed Speaking Skills
words in the text - Use procedures of a public
pieces of
Speaking  Identify and pronounce the speaking.
information.
English pure vowels (short
- Share ideas on
 use previous knowledge
 Distinguish main development issues in the
to pronounce new words and long vowels), free discussion made in
ideas from
and structures diphthongs and pair
supporting details
 use different language Reading
triphthongs
structures based on Speaking - Skim a passage to tell the
interaction situations -Identify, pronounce and use main idea of the text
 Pronounce vowels in
 express opinions and the English consonant - Scan the passage to
simple words
supports using identify specific
 Pronounce long sounds(e.g. bilabials, fricatives,
information about the
appropriate language vowels in simple affricatives, plosives, etc.) sustainable development
 express cause and effect words
-Involve in various social goals
 recount stories using two  Pronounce
- Discuss over the pre-
diphthongs in simple interactions.
past tenses reading activities
words
Reading  Pronounce
-Preparing and presenting a - Give response to the post
 predict the content of consonants in words public speech on a given topic reading questions taken
texts using prior  Ask for opinions from the passage.
-Using appropriate expressions Vocabulary
knowledge  Respond to questions
to compliment someone - Guess meaning from the

29 | P a g e
  infer meanings of new  Express one’s own -Organising idea and retelling a given context.
words using contextual opinion and support story - Solve verbal reasoning
clues it with evidence questions.
 Talk about what’s -Praising by using appropriate
 skim to get the general - Identify common
known on a topic expression expressions of comparison
idea
based on observation -Conducting a debate on a and contrast.
 scan to obtain specific Grammar
and experience
information given topic - Identify common mistakes
 Reflect/report
 express their views what’s heard -Pronouncing English vowels of constructing sentences
about what they read and consonant sounds correctly due to sentence fragment.
Vocabulary Development Reading Writing
-Express likes and dislikes in - Correct sentence
 usedictionary more
effectively for English. fragments.
 Find main ideas
Reading Skills - Construct correct and
understanding meanings
 Extract important acceptable English
of difficult words -Read short stories and figure sentence.
facts
 use words related to out the gist - Identify organization of a
urban life in contexts  Extract supporting paragraph
-Apply textual information
 use phrasal verbs in details from the text. - Interpret a graph via
communication from listening text to produce a writing a text.
 Compare and
Grammar similar test.
contrast textual
 use ‘Wh’ questions with information -Use skimming and scanning to
present simple/present the reading process
 Express their view
continuous
in relation to -Read and relate text to
Writing
textual information. personal experiences
 write complex and
compound sentences to Vocabulary -Read stories and identify the
develop a paragraph literary elements (character,
 Use prefixes
 use basic cohesive selected correctly setting, plot, theme, motif,
devices to write series of  Use select words climax, denouement, narrative
sentences

30 | P a g e
  use words related to related to population view- points, etc.).
urban life in writing  Use select phrasal -Read and summarise
verbs correctly
-Identify the author’s tone and
Grammar intent
Vocabulary
 Identify and use
-Using contextual clues to
degrees of
comparison -using the new vocabulary
 Recognize and use items in writing and in speech.
the simple present
-constructing various types of
tense
 Recognize and use sentences using new
the present perfect vocabulary items
tense -Identifying and using word
 Recognize and
attack skills Identifying and
identify select
relative pronouns Writing Skills
 Use select adverbs of -Synthesizing information and
frequency creating a story
 Use the modal
-Using notes from lecture to
auxiliary should to
give a piece of write summary
advice and -Writing different types of
suggestion.
Grammar
 Use the modal
auxiliary ought to to -Identifying and using the
give a piece of different cord classes (parts of
advice and speech)
suggestion.
-Using active and passive voice
Writing

31 | P a g e
 for different purposes correctly
 Identify nouns Using reported speech for
 Identify verbs
writing news report
 Correctly locate
complete sentences. Using the different verb mood
 Construct complete correctly
sentences Extensive Reading
 Use the period(or full
-Reading varieties of texts
stop) correctly
 Use the question independently out of class
mark correctly without teacher’s support.
 Use the exclamation
mark correctly
 write a controlled
paragraph based on
answers for questions
and key words from
a reading text.
 write guided
paragraph consisting
of a topic sentence
supporting details
and conclusion.

Time Unit 2 Study Skills Unit Two: Travel Behavior Unit 2 Unit 2 Time Management
Listening Listening skills Listening skills
 predict the contents of -Listen and identify important -Listen and identify important
Listening
listening texts using topic information
 Identify main ideas information
clues
-Listen and take not from a -Listen and take not from a
 identify gist of a spoken  Identify important
language lecture, broadcast, or any lecture, broadcast, or any

32 | P a g e
  identify main ideas from facts . presentation presentation
details Speaking Skills -Listen for gist and details
 Get the gist of a talk
 identify specific -Identify and pronounce the -Listen and reflect
information Speaking English pure vowels (short and Speaking Skills
 identify key content
words  Pronounce select long vowels), diphthongs and --Identify, pronounce and use
 write highlight of vowels in simple triphthongs the English consonant
listened information words -Identify, pronounce and use sounds(e.g. bilabials, fricatives,
 Pronounce select
speaking the English consonant affricatives, plosives, etc.)
long vowels in
 pronounce questions simple words sounds(e.g. bilabials, fricatives, -Involve in various social
with rising intonation  Pronounce select
 express agreement and affricatives, plosives, etc.) interactions.
diphthongs in simple
disagreement words -Involve in various social -Preparing and presenting a
 express for/counter  Pronounce select interactions. public speech on a given topic
arguments consonants in words
 Describe traffic -Organising idea and retelling a -Using appropriate expressions
 describe an episode in
rules using story to compliment someone
life appropriate language
 give instructions using Reading Skills -Organising idea and retelling a
 Give short
structures and instructions on -Read short stories and figure story
sequencing devices traveling behavior out the gist -Praising by using appropriate
Reading -Apply textual information expression
 Write advice leaflets/
 predict contents of
fliers for travelers from listening text to produce a -Conducting a debate on a
written texts from
using appropriate similar test. given topic
titles/headings language.
 infer meanings of new -Use skimming and scanning to -Pronouncing English vowels
words using contextual  Advice and warn on the reading process and consonant sounds correctly
clues dangers of
-Read and relate text to -Express likes and dislikes in
 skim to get the general neglecting traffic
rules using personal experiences English.
idea
appropriate modal
33 | P a g e
  transfer specific verbs. Vocabulary Reading Skills
information from reading -Using contextual clues to -Read short stories and figure
Reading
sources figure out meaning of new out the gist
 infer underlying meaning  Identify main ideas words. -Apply textual information
of texts
 Discover important - Guessing contextual meaning from listening text to produce a
facts from the text. of words from the passage. similar test.
Vocabulary development
 effectively use words  Follow instructions. -identifying word class -Use skimmi
that collocate in their -Figuring out word inflections -Using varieties of reading
 infer meanings of
communication new words using -Using affixations to form strategies to comprehend
 use phrasal verbs in contextual clues
daily communication words written texts (cognitive,
and/or background
Grammar knowledge -using the new vocabulary metacognitive and socio
 Use appropriate items in writing and in speech. affective)
connectors in their Vocabulary
-constructing various types of -Use the three phases of
communication
 Use simple and Past pas  Use suffices selected sentences using new reading (pre reading, while
continuous tense for correctly vocabulary items reading and post reading)
 Use select words
communication -Identifying and using word -Reading for gist and for details
related to traveling
 Adverbs of frequency attack skills Identifying and (skimming and scanning).
and related behavior
in communication
 Use select phrasal using homophones and -Identifying implicitly and
Writing verbs correctly
 write compound and Grammar homographs correctly explicitly stated information
complex sentences in the -Using different vocabulary Locating general and specific
past and past continuous learning strategies to information
forms  Recognize and use
understand the meaning of -Analyse textual information.
 punctuates sentences the simple present
tense lexical items. -Reflect on the message of the
using semi colon and
colon -Identifying and using phrasal text
 Identify and use the

34 | P a g e
  use basic cohesive modal auxiliary verbs -Read and summarise
devices to structure a should Writing Skills -Identify the author’s tone and
paragraph  Identify and use the
-Synthesizing information and intent
modal auxiliary
ought to creating a story Vocabulary
-Using notes from lecture to -Using contextual clues to
 Identify and use the write summary figure out meaning of new
modal auxiliary
-Writing different types of words.
must.
 Identify and use the sentences (Simple, compound, - Guessing contextual meaning
modal auxiliary can complex, compound complex) of words from the passage.
 Identify and use the -Developing different types of -identifying word class
modal auxiliary will
Writing essay(Narrative, expository, -Figuring out word inflections
descriptive and argumentative) -Using affixations to form
 Identify simple
-Writing journalistic reports words
sentences
 Identify compound -Writing business letters -using the new vocabulary
sentences (Application letter, compliment items in writing and in speech.
 Identify complex letter, complaint letter, inquiry -constructing various types of
sentences.
letter, curriculum vitae, etc.) sentences using new
 Use the comma
correctly -Writing notes and summaries vocabulary items
 Use the semi-colon -Use appropriate adjectives for -Identifying and using word
correctly descriptive writing attack skills Identifying and
 Use the colon
correctly -Write a short article for radio using homophones and
broadcast homographs correctly
 write a e guided -
paragraph on related - Produce descriptive text -Using different vocabulary
given topic. -Writing a process learning strategies to
 Write summary of a

35 | P a g e
 text. Describing a place, person or understand the meaning of
 Describe a picture . thing lexical items.
Using punctuation marks -Identifying and using phrasal
correctly verbs
Writing Skills
Grammar (Application letter, compliment
-Identifying and using the letter, complaint letter, inquiry
different cord classes (parts of letter, curriculum vitae, etc.)
speech) -Writing notes and summaries
-Using active and passive voice -Use appropriate adjectives for
for different purposes correctly descriptive writing
Using reported speech for -Write a short article for radio
writing news report broadcast
Using the different verb mood - Produce descriptive text
correctly -Writing a process
Using the verb wish in Describing a place, person or
different tenses correctly thing
Identifying the types of Using punctuation marks
adjectives and adverbs correctly
-Using the different types of Grammar
tenses (present, past, future, , perfect, etc.) in speech and
perfect, etc.) in speech and writing correctly
writing correctly - Using question tags correctly
- Using question tags correctly -Identifying and using various

36 | P a g e
 -Identifying and using various types of verbs
types of verbs -Identifying and applying
-Identifying and applying participal phases and
participal phases and prepositional phases
prepositional phases -Identifying verbs followed by
-Identifying verbs followed by infinitive and gerund.
infinitive and gerund. -Using gerund and infinitives
-Using gerund and infinitives correctly
correctly -Expressing reasons
-Expressing reasons Extensive Reading
Extensive Reading -Reading varieties of texts
-Reading varieties of texts independently out of class
independently out of class without teacher’s support.
without teacher’s support.
Road and Traffic Unit 3 Road traffic Unit Three: Punctuality Unit 3 Unit 3Evidence on Road
Safety Accident Listening skills Traffic Accidents
Listening Listening -Listen and identify important  Listen to a talk and tell
 predict the contents of the gist of the talk.
information  Listen to a talk and
listening texts using a  Identify main ideas
-Listen and take not from a arrange particular
variety structural clues  Identify important facts . information in sequence
 identify key content lecture, broadcast, or any
they are found in a talk.
 Get the gist of a talk
words presentation  Explain the content of the
 retell what they have Speaking Speaking Skills listening text
heard Speaking
 Pronounce select vowels -Identify and pronounce the  Produce dialogue using
Speaking
in simple words English pure vowels (short and common expressions of
 narrate accident stories  Pronounce select long
asking for and giving

37 | P a g e
 and express agree and vowels in simple words long vowels), diphthongs and opinions.
 Pronounce select  Express their opinion
disagreement diphthongs in simple triphthongs
 express counter words
using common
-Identify, pronounce and use expressions of asking for
arguments  Pronounce select
consonants in words the English consonant and giving opinion
 describe the location of  Describe traffic rules Reading
places and give medium using appropriate sounds(e.g. bilabials, fricatives,
 Predict the main idea of
and complex directions language affricatives, plosives, etc.)
 Give short instructions
the passage based on the
 give instructions using on traveling behavior -Involve in various social pre-reading tasks.
more structures and  Skim and tell the gist of a
 Write advice leaflets/ interactions.
sequencing devices reading text.
fliers for travelers using -Preparing and presenting a  Scan and sort particular
Reading appropriate language.
public speech on a given topic information from the
 predict contents of reading passage.
 Advice and warn on
written texts from their dangers of neglecting -Using appropriate expressions  Analyze a text and reflect
experiences traffic rules using to compliment someone on detail information of
 infer meanings of new appropriate modal verbs. that text.
-Organising idea and retelling a
words using contextual Reading  Produce sentences using
story tenses that indicate
clues
-Praising by using appropriate evidence.
 transfer specific  Identify main ideas
 Describe expressions of
information from reading expression
 Extract important facts opinion and facts
sources -Conducting a debate on a  Solve puzzle asked in the
 Find supporting details
 write summaries of given topic form of logical reasoning
from the text
passages activity
 infer meanings of new -Pronouncing English vowels Vocabulary
Vocabulary development
 remember and use learnt
words using contextual and consonant sounds correctly  Tell the meaning of words
clues and/or background taken from the passages
vocabulary items for knowledge -Express likes and dislikes in
communication Vocabulary English.  Use features of analogy
 guess meanings from  Use select words formed
Reading Skills based on Synonyms and
through conversion
contexts correctly antonyms.
-Read short stories and figure
 use phrasal verbs in oral  Use select words related

38 | P a g e
 and written to punctuality /time out the gist  Guess meaning from the
consciousness given context.
communication -Apply textual information
 Use select phrasal verbs Grammar
Grammar correctly from listening text to produce a  Use proper tenses in the
 use more cohesive
similar test. main and if-clauses of
devices to structure and Grammar conditional sentences.
connect series of  Recognize and use the -Read and understand various
simple present tense to
sentences in literary genres.  Combine two or more
describe habits.
communication -Predicting text message using sentences using participle
 use modal verbs  Identify and use the phrases
prepositions selected
background knowledge
effectively when giving
correctly -Reading a passage and  Correct errors in
pieces of advice  Identify and use adverbs
reflecting on the message. sentences results in
Writing of time . misplaced modifiers.
 use more cohesive -Reading and evaluating or
 Identify and use adverbs
devices to structure to of manner . criticizing Writing
connect series of  Identify and use the -Using varieties of reading
 Order jumbled paragraphs
sentences into a modal auxiliary can to create coherent
 Identify and use the strategies to comprehend narrative essays
coherent paragraph.
modal auxiliary will written texts (cognitive,  Distinguish structure of
 write a paragraph using
narrative essay
series of sentences Writing metacognitive and socio
 Compose narrative texts
 use modal verbs affective) of 5 paragraphs using
 Identify and use brackets
effectively when giving correctly Vocabulary appropriate organization
written pieces of advice  Identify and use braces
correctly -Using contextual clues to
 write informal letter
 Identify and use figure out meaning of new
parentheses correctly
Distinguish phrases words.
Distinguish clauses
- Guessing contextual meaning
 Compose controlled
narrative paragraph. of words from the passage.
 Compose controlled
descriptive paragraph -identifying word class
 Write guided narrative

39 | P a g e
 paragraph . -Figuring out word inflections
 Write guided descriptive
paragraph. -Using affixations to form
words
-using the new vocabulary
Writing Skills
-Synthesizing information and
creating a story
Grammar
-Identifying and using the
different cord classes (parts of
speech)
-Using active and passive voice
for different purposes correctly
-Expressing reasons
Extensive Reading
-Reading varieties of texts
independently out of class
without teacher’s support.
National Unit 4 National Parks Unit Four: Tourist Unit 4 Unit 4 Natural Resource
Resource Listening Attractions Listening skills Management
 predict the contents of -Listen and identify important Listening
listening texts using Listening  Pronounce words taken
information from listening texts.
structural clues  Extract specific
 identify gist of a spoken information -Listen and take not from a  Construct sentences using
lecture, broadcast, or any list of words.
language
 Extract detailed piece  Explain the main ideas of
 identify main ideas from
40 | P a g e
 details of information from presentation a talk.
 identify the implied a text. -Listen for gist and details  Arrange specific
meaning of a listening information according to
 Connect what is -Listen and reflect the sequence they are
text heard to personal -Listen and summarise presented in a talk.
 Differentiate lives and Speaking
homophones -Listen and analyse
experiences.  Take a short not from the
Speaking -Listen and synthesise listening text.
 express arguments for/ Speaking information  Identify common starters
 Pronounce select of expressing agreement
counter with logical -Listen and retell.
vowels in simple or disagreement.
arrangements and
words Speaking Skills  Use transitional
reasons  Pronounce select
-Identify and pronounce the expressions of reasons in
 describe unique places diphthongs in simple their conversation and
and use varied sentence words English pure vowels (short and
composition.
structures  Pronounce select long vowels), diphthongs and Reading
 talk about an imaginary consonants in words  Share their ideas to the
 Ask for opinions triphthongs
situation group members on the
 State opinions with -Identify, pronounce and use issue raised.
 talk about themselves, support
others and their daily the English consonant  Make a short note from
 Express written sources
lives disagreement sounds(e.g. bilabials, fricatives,
Vocabulary
 use homophones in oral appropriately with affricatives, plosives, etc.)  Use the words taken from
communication support the passage to construct
-Involve in various social
Reading  Express agreement sentences
appropriately with interactions.
 infer meanings of new  Use features of analogy
support -Preparing and presenting a based on degree of
words using structural Reading
clues public speech on a given topic intensity.
 Complete the incomplete
 skim to get the general  Extract specific -Using appropriate expressions sentences.
idea information from the to compliment someone Grammar
 transfer specific text -Organising idea and retelling a  Use appropriate tense and
information from time pattern in sentences

41 | P a g e
 reading sources  Extract detailed piece story with adverbial clauses of
 take notes from written of information from -Praising by using appropriate time.
texts to write summary the text.  Identify the dangling
expression modifiers from the
Vocabulary development  Discover main ideas -Conducting a debate on a sentences
 Analyze and form parts Writing
of words (word  Identify the general given topic
 Correct dangling
formation) idea -Pronouncing English vowels modifiers to produce
 Use sentence structures  infer the meanings and consonant sounds correctly meaningful sentences.
and contextual clues to of unknown words -Express likes and dislikes in  Write a paragraph to
guess meanings of words exploiting show the message of the
 Use phrasal verbs for contextual clues English. data given in the chart.
and/or background Reading Skills  Arrange jumbled
communication paragraphs
knowledge
Grammar -Read short stories and figure  Write expository essay on
Vocabulary
 use Zero conditionals to out the gist the given topic.
express probable  Demonstrate their
 Use select words -Apply textual information
conditions appreciation to the story
related to tourism from listening text to produce a
Writing about indigenous
and attractions knowledge of managing
 punctuate sentences similar test.
correctly natural resources
correctly (use period and  Use select words -Using varieties of reading  Do project work in group
question mark) formed through strategies to comprehend
 identify the differences compounding written texts (cognitive,
between topic, title and ( Noun-noun,
heading for writing adjective-noun, verb- metacognitive and socio
noun, verb-particle) affective)
correctly -Use the three phases of
 Use select phrasal
reading (pre reading, while
verbs correctly
Grammar reading and post reading)
-Reading for gist and for
 Recognize and use

42 | P a g e
 the simple future details (skimming and
tense scanning).
 Recognize and use
-Identifying implicitly and
future intentions-
going to + verb explicitly stated information
 Recognize and use Locating general and specific
present continuous-to information
express
Vocabulary
planning/thinking of
… -Using contextual clues to
 Recognize and figure out meaning of new
identify indefinite words.
pronouns
 Identify and use - Guessing contextual meaning
degrees of Writing Skills
comparison -Synthesizing information and
Writing creating a story
Writing journalistic reports
 Identify and use
apostrophe correctly Grammar
 Identify and use -Identifying and using the
quotation marks different cord classes (parts of
correctly
 Identify and use speech)
ellipsis correctly -Using active and passive voice
 Identify and use
Extensive Reading
pronouns in sentences
 Identify and use -Reading varieties of texts
adjectives in sentences independently out of class
 Identify and use without teacher’s support.
adverbs in sentences

43 | P a g e
  Write a report
 Write a planned
route or journey

Farming Unit Five: Horticulture Unit Five: Honey Unit 5 Unit 5 Mechanized
Species Processing Listening skills Farming
Listening Listening -Listen and identify important Listening
 predict the contents of  Identify specific  Predict the message of
information listening text by doing pre-
listening texts using information .
structural clues  Identify detailed -Listen and take not from a listening tasks
information .  Find out the main idea and
 identify gist of a lecture, broadcast, or any
 Retell what is heard. specific information of the
spoken language presentation listening text.
 identify main ideas Speaking -Listen for gist and details  Take note from the spoken
from details sources.
-Listen and reflect
 identify the implied  Pronounce select  Match the words taken
meaning of a listening -Listen and summarise from the listening text with
vowels in simple
text words -Listen and analyse the name of farming tools.
 Pronounce select Speaking
speaking -Listen and synthesise
diphthongs in simple  Report orally on the data
 describe types of information
words they collected via
horticulture in different interview.
 Pronounce select -Listen and retell.
places consonants in words  Act out dialogues.
 talk about cultural Speaking Skills
 Use simple sentences  Interview people using
foods and their to instruct and -Identify and pronounce the various ways of asking
ingredients describe a process of English pure vowels (short and questions and report after
Reading making something. the interview.
long vowels), diphthongs and  Present public speech
 infer meanings of new
 Give instructions triphthongs using procedures of
words using contextual appropriately presenting public
clues -Identify, pronounce and use
 Describe a process speaking – such as
 skim to get the general accurately. the English consonant greetings; acknowledging

44 | P a g e
 idea  Use make and do to sounds(e.g. bilabials, fricatives, audience for getting a
 transfer specific describe the how to affricatives, plosives, etc.) chance to talk, brief self-
information from do steps introduction, …
 explain how to -Involve in various social Reading
reading sources
make/prepare interactions.  Predict the content of the
 take notes from written drinks/food item passage after doing pre-
texts to write summary -Preparing and presenting a
reading tasks
Vocabulary development Reading public speech on a given topic  Identify the main idea and
 use more prefixes in -Using appropriate expressions particular information of
writing the passage after
 Identify phases of to compliment someone
 use more derivation skimming and scanning.
producing -Organising idea and retelling a  Analyze the given
words /processing in a text
story situation and solve the
 Use more phrasal verbs puzzle asked in the form
 Take-notes on steps -Praising by using appropriate
in interaction situations of logical reasoning.
of a process
Grammar expression Vocabulary
 describe likes and  Extract specific -Conducting a debate on a
 Create analogical
dislikes (related to information from the relationship between
text given topic words using the feature of
foods, social and
-Pronouncing English vowels manner.
cultural issues)  Extract detailed piece  Fill in gaps using words
 use improbable of information from and consonant sounds correctly
in various contexts
conditions to express the text. -Express likes and dislikes in Grammar
unlikely situations English.  Identify wordiness from
 consult the the given sentence.
 use relative clauses to
meanings of Reading Skills  Use common variations
combine related pieces unknown words
of information -Read short stories and figure of conditionals in their
from a dictionary speaking and writing.
Writing  Infer meanings of out the gist
Writing
 punctuate sentences unfamiliar words -Apply textual information  Correct wordiness to
correctly (use of from contextual produce meaningful
from listening text to produce a
commas, semi-colons) clues and/or sentence
background similar test.
 list points to write a  Explain features of
knowledge

45 | P a g e
 paragraph Vocabulary -Use skimming and scanning to descriptive essay.
 write a topic sentence of  Use select words the reading process  Arrange jumbled
a paragraph related to honey and paragraphs to create
-Read and relate text to complete descriptive
 write small coherent its production
correctly personal experiences essay
paragraphs  Write descriptive essay
 Recognize and -Read stories and identify the
construct sentences with 5 paragraph.
literary elements (character,
using the word honey
 Use select words setting, plot, theme, motif,
formed through climax, denouement, narrative
blending and view- points, etc.).
clipping correctly
-Read and understand various
 Use select phrasal
verbs correctly literary genres.
Grammar -Predicting text message using
 Recognize and use background knowledge
the present simple
-Reading a passage and
tense in its active
and passive form. reflecting on the message.
 Recognize and use -Reading and evaluating or
select transition
criticizing
words correctly
 Identify and use Vocabulary
degrees of -Using contextual clues to
comparison figure out meaning of new
Writing words.
- Guessing contextual meaning
 Identify and use the
period( or full stop) of words from the passage.
correctly in sentences -identifying word class
 Spot subject-verb

46 | P a g e
 agreement faults in -Figuring out word inflections
sentences. -Using affixations to form
 Create sentences in
words
agreement with the
number and person of -using the new vocabulary
subjects. items in writing and in speech.
 Able to write down -constructing various types of
sentences read aloud
sentences using new
vocabulary items
Writing Skills
-Synthesizing information and
creating a story
-Using notes from lecture to
write summary
-Writing different types of

Grammar
-Identifying and using the
different cord classes (parts of
speech)
- Using question tags correctly
-Identifying and using various
types of verbs
Extensive Reading
-Reading varieties of texts

47 | P a g e
 independently out of class
without teacher’s support.

Climate Change Unit Six: Poverty Unit Six: Migration Listening skills Unit 6 Green Economies
Listening Listening
 predict the contents of Listening -Listen and analyse  Tell the meaning of words
listening texts using  Extract specific used in a listening text.
-Listen and synthesise  Express the cause and
structural clues piece of information
information effect relationships of
 identify main ideas from
 Extract detailed piece variables used in a text.
details -Listen and retell.
of information  Listen to a text and
 identify the implied Speaking Skills explain specific details.
meaning of a listening  Distinguish main Speaking
-Identify and pronounce the
text ideas  Describe function of
English pure vowels (short and discourse markers.
speaking  Relate what is known
 express opinions with long vowels), diphthongs and  List common expressions
to personal
triphthongs of advice used by a
justifications observations and
speaker.
 explain simple social experiences -Identify, pronounce and use  Listen carefully and
issues Speaking the English consonant reflect on a talk.
 talk about their living  Produce a dialogue about
sounds(e.g. bilabials, fricatives,
conditions  Pronounce select asking for and giving
 debate on economic vowels in simple affricatives, plosives, etc.) advice.
matters words -Involve in various social Reading
 Pronounce select  Use transitional
Reading interactions.
diphthongs in simple expressions of purpose in
 infer meanings of new words -Preparing and presenting a sentences
words using contextual  Pronounce select  Predict what the reading
public speech on a given topic
clues consonants in words. text is about.
 skim to get the general  Express cause and -Using appropriate expressions  Infer meanings of words
idea effect appropriately to compliment someone from the contexts.
Reading  Tell the main message of

48 | P a g e
  transfer specific Reading Skills the text.
information from reading  Extract specific -Read short stories and figure  Respond the
sources piece of information comprehensions
out the gist questions.
 take notes from written from the text
-Apply textual information Vocabulary
texts to write summary  Extract detailed piece  Construct sentences using
Vocabulary development from listening text to produce a
of information from common expressions of
 use suffixes in speaking the text. similar test. purpose clause.
and writing -Use skimming and scanning to  Construct sentences using
 use more derivative  Interpret words taken from the
tabular/graphic data the reading process
words in communication passage.
-Read and relate text to  Form analogy between
 Use selected phrasal  Make notes of points
personal experiences words using functions
verbs in interactions relationship.
 Consult the
Grammar -Read stories and identify the  Guess the meaning of
meanings of
 use conditional sentences unknown words literary elements (character, words from the context.
to express impossible from a dictionary setting, plot, theme, motif,
Grammar
conditions  Combine sentences using
 Infer meanings of climax, denouement, narrative relative pronouns.
 use ‘have to/ must have
unfamiliar words view- points, etc.).  Comprehend the meaning
to/don’t have to/mustn’t’
from contextual of sentences.
in communication , metacognitive and socio
clues and/or  Correct sentences with
Writing affective) faulty parallelism.
background
 punctuate sentences -Use the three phases of Writing
knowledge
correctly (semi-colon  Write a comparison and
reading (pre reading, while contrast text on the given
and colon) Vocabulary
 write topic sentences for reading and post reading) data.
 Write an expository essay
series of paragraphs to  Use select words -Reading for gist and for
of 5 paragraphs.
develop essays related to migration details (skimming and  Demonstrate their ability
 write coherent correctly of taking examination.
scanning).
paragraphs  Use select words
formed through -Identifying implicitly and
several elements of
49 | P a g e
 compounding explicitly stated information
 Use select phrasal Locating general and specific
verbs correctly
information
Grammar
Vocabulary
 Recognize and use -Using contextual clues to
the present perfect
figure out meaning of new
tense correctly.
 Recognize and use words.
the simple past tense - Guessing contextual meaning
correctly.
 Recognize and use of words from the passage.
the past perfect tense -identifying word class
correctly. -Figuring out word inflections
 Identify and use the
prepositions of time -Using affixations to form
selected correctly words
 Identify and use the
-using the new vocabulary
prepositions of place
and direction items in writing and in speech.
correctly -constructing various types of
 Identify and use
sentences using new
adverb clauses of
cause or reason . vocabulary items
 Identify and use -Identifying and using word
adverb clauses of
Writing Skills
cause or reason .
 Identify and use -Synthesizing information and
adverb clauses of creating a story
cause or reason .
 Identify and use -Using notes from lecture to
adverb clauses of write summary
purpose..

50 | P a g e
  Identify and use -Writing different types of
adverb clauses of sentences (Simple, compound,
purpose..
 Recognize and use complex, compound complex
verbs in their active -Use appropriate adjectives for
and passive voice. Grammar
Writing
 Identify and use the -Identifying and using the
question mark different cord classes (parts of
correctly
speech)
 Correctly spell
words Using the verb wish in
 Tell essential different tenses correctly
spelling rules. Identifying the types of
 Detect/Edit
misspelled words. adjectives and adverbs
 Describe graphic -Using the different types of
information/data tenses (present, past, future,
 Interpret graphic
perfect, etc.) in speech and
information /data
 Write a summary of writing correctly
textual / -Expressing reasons

graphic information. Extensive Reading

-Reading varieties of texts
 Make notes from
texts. independently out of class
without teacher’s support.

Patriotism  skim to get the general Unit Seven: Branding A Uni seven Unit 7 National Pride
idea Country Listening skills Listening
 transfer specific and National  Pronounce words used in
-Listen and identify important
information from reading Identity a talk.

51 | P a g e
 sources information  Construct sentences using
 draw conclusion of Listening -Listen and take not from a words taken from the text.
reading passages  Listen a text and tell the
lecture, broadcast, or any general and specific idea.
Vocabulary development  Find the main idea,
presentation  Enumerate discourse
 use more suffixes in  Find important facts markers and expressions
writing -Listen for gist and details
 Find supporting details of debatable issues.
 use derivations in -Listen and reflect  Describe the speaker’s
extended forms  Extract specific pieces -Listen and summarise purpose.
 Use phrasal verbs in of information from the -Listen and analyse Speaking
daily communication  Perform actively in a
listening text. -Listen and synthesise debating session
Grammar  Tell on what is information  Describe photos
 use sentences with ‘if’ in heard/listened to (pictures).
the three forms correctly -Listen and retell. Reading
 use relative clauses in Speaking Speaking Skills  Use words to complete
communication (defining -Identify and pronounce the
incomplete sentences.
and non-defining)  Pronounce select  Tell the gist of a text.
vowels in simple words English pure vowels (short and  Outline ideas according to
Writing
 Pronounce select long vowels), diphthongs and their sequence as
 punctuate sentences diphthongs in simple presented in the text.
correctly ((apostrophe words triphthongs
 Explain message of
and brackets)  Pronounce select -Identify, pronounce and use poems.
consonants in words.
 write descriptive essays Vocabulary
 Express likes and the English consonant
of 3-5 paragraphs dislikes  Construct sentences using
sounds(e.g. bilabials, fricatives, words in various contexts.
 Express opinion
appropriately. affricatives, plosives, etc.)  Implement different
 Express agreement -Involve in various social features of creating
appropriately. analogy.
 Express disagreement interactions.  Use phrasal verbs in the
appropriately. -Preparing and presenting a speaking and writing
 Give Grammar
suggestions/advice public speech on a given topic
 Use direct and indirect
appropriately.

52 | P a g e
  Describe places using -Using appropriate expressions speeches in their speaking
appropriate language. and writing.
to compliment someone
 Compare people’s  Identify mistakes in
ability/use of -Organising idea and retelling a constructing sentences
languages using
story due to using vague
appropriate language
Reading -Praising by using appropriate
pronoun references
Writing
 Find the main idea expression  Correct mistakes in
 Discover supporting -Conducting a debate on a constructing sentences
details due to using vague
given topic
pronoun references
 Extract specific pieces -Pronouncing English vowels  Punctuate written texts.
of information . and consonant sounds correctly  Describe their
 Express similarities -Express likes and dislikes in perspectives towards life
using poems
and differences English.
between texts Reading Skills
 Tell and retell about -Read short stories and figure
what they have read out the gist
 Infer meanings of new -Apply textual information
words using contextual
clues and/or from listening text to produce a
background knowledge similar test.
 Consult the meanings
of unknown words -Use skimming and scanning to
from a dictionary the reading process
Vocabulary -Read and relate text to
personal experiences
 Use select words -Read stories and identify the
related to nationalism/
nationhood, national literary elements (character,

53 | P a g e
 identity and imaging setting, plot, theme, motif,
 Use select words climax, denouement, narrative
formed through several
elements of prefixes view- points, etc.).
 Use select words -Read and understand various
formed through several
literary genres.
elements of
suffixes. -Predicting text message using
 Use select phrasal background knowledge
verbs correctly
Grammar -Reading a passage and
reflecting on the message.
 Recognize and use the
various conditional -Reading and evaluating or
sentences correctly. criticizing
 Recognize and use the
various degrees of -Using varieties of reading
comparison strategies to comprehend
.
 Recognize and use the written texts (cognitive,
simple present tense metacognitive and socio
 Recognize and use the
present continuous affective)
tense -Use the three phases of
 Recognize and use the
present perfect tense reading (pre reading, while
correctly. reading and post reading)
 Identify and use the
various verb patterns -Reading for gist and for
(verb+ infinitive or details (skimming and
verb+ ing) correctly
 Identify and use the scanning).
prepositions of place -Identifying implicitly and
and direction correctly
 Identify and use explicitly stated information
question types namely

54 | P a g e
 the wh words correctly. Locating general and specific
 Construct sentences information
through comparisons
and contrasts to tell -Analyse textual information.
similarities and -Reflect on the message of the
differences
 Identify and use direct text
speech in sentences/ -Read and summarise
utterances.
 Convert direct speech -Identify the author’s tone and
into reported speech intent
according to the nature
of sentences Vocabulary
/utterances. -Using contextual clues to
Writing
figure out meaning of new
 Construct sentences words.
with select words from
the texts. - Guessing contextual meaning
 Identify and use of words from the passage.
comma correctly in
sentences. -identifying word class
 Identify and use -Figuring out word inflections
compound sentences
correctly -Using affixations to form
 Compose descriptive words
paragraph
having topic sentence , -using the new vocabulary
supporting details and items in writing and in speech.
conclusion
 Compose -
argumentative Writing Skills
paragraph having
topic -Synthesizing information and
sentence , supporting creating a story
details

55 | P a g e
 and conclusion -Using notes from lecture to
 Prepare chart
write summary
 Prepare journal
-Writing different types of
sentences (Simple, compound,
complex, compound complex)
-Developing different types of
essay(Narrative, expository,
descriptive and argumentative)
-Writing journalistic reports
Grammar
-Identifying and using the
different cord classes (parts of
speech)
-Using active and passive voice
for different purposes correctly
Using reported speech for
writing news report
Extensive Reading
-Reading varieties of texts
independently out of class
without teacher’s support.
Health Unit Eight: Communicable Unit Eight: Healing Power Unit 6 Unit 8 Tele Medicine
diseases of Plants Listening skills Listening
Listening (Listening on  Pronounce words taken
Listening -Listen and identify important from a text.
covid-19)

56 | P a g e
  predict the contents of information  Tell the main and specific
listening texts using  Find main ideas -Listen and take not from a ideas of a talk.
structural clues  Identify important -Listen and retell. Speaking
 identify gist of a spoken facts Speaking Skills  Fill forms after listening
language to a speaker.
 identify main ideas from  Identify supporting -Identify and pronounce the
 Take note from spoken
details details. English pure vowels (short and sources.
 identify the implied  Extract specific long vowels), diphthongs and  Reflect on the ideas
meaning of a listening presented orally.
pieces of triphthongs
text
information . -Identify, pronounce and use Reading
speaking
the English consonant  Develop agenda and hold
 express opinion on Speaking meeting to reach a
health issues using sounds(e.g. bilabials, fricatives, decision.
comprehensible English  Pronounce select  Presenting public
affricatives, plosives, etc.)
vowels in simple speaking following
 describe the location of -Involve in various social
words appropriate procedures.
places and give  Pronounce select interactions.  Use discourse markers of
instructions and pieces diphthongs in simple
-Preparing and presenting a addition to explain their
of advise words idea.
 talk about an imaginary  Pronounce select public speech on a given topic
 Describe the general and
situation consonants in words. -Using appropriate expressions specific ideas of a reading
 talk about themselves  Give instructions text.
using a range of to compliment someone
and others on social  Reflect on what they
structures -Organising idea and retelling a understand from the
matters  Give advice using a
Reading story passage.
range of structures to  Summarize the idea of a
 infer meanings of new express advice. -Praising by using appropriate
reading text.
words using contextual  Express opinion expression Vocabulary
clues appropriately.  Construct sentences using
-Conducting a debate on a
 skim to get the general  Express agreement new words taken from a
appropriately. given topic
idea text.
 Express

57 | P a g e
  transfer specific disagreement -Pronouncing English vowels  Use word busting strategy
information from appropriately. and consonant sounds correctly to provide meanings of
reading sources  Give new words.
suggestions/advice -Express likes and dislikes in  Provide words to fill the
 write summaries of
appropriately using a English. gap in a text.
what they listened to range of structures.  Create analogical
and read Reading Skills
Reading relations with words.
Vocabulary development -Read short stories and figure Grammar
 Select and use  Find the main idea out the gist  Produce sentences with
appropriate words in  Find important facts correct voice.
-Apply textual information
communication (diction  Find supporting  Use proper prepositions
details from listening text to produce a after verbs.
for writing)
 Extract specific similar test.  Demonstrate proper
 Use phrasal verbs both pieces of transformation from
in writing and speaking information -Use skimming and scanning to direct to indirect speech
Grammar  Tell what is read in the reading process following proper changes.
 Use present perfect brief -Read and relate text to
Writing
tense for  Describe and  Rearrange jumbled
interpret personal experiences paragraph to create a
communicating events
in the past relevant to graphs/visuals. -Read stories and identify the coherent argumentative
the present  make notes of the essay
literary elements (character,
main/specific points  Produce appropriate
writing setting, plot, theme, motif,
 relate what is read thesis statement of an
 punctuate sentences to personal essay.
climax, denouement, narrative
correctly using hyphen experience  Compose argumentative
and exclamation mark  Infer meanings of view- points, etc.). essay
 write stories, tales and new words using -Read and understand various Extensive Reading
medium level contextual clues literary genres. Write short summary on a
expository essays and/or background long passage.
knowledge -Predicting text message using
 Consult the background knowledge
meanings of -Reading a passage and
unknown words

58 | P a g e
 from a dictionary reflecting on the message.

Vocabulary -Reading and evaluating or

criticizing
 Use select words
related to herbal
plants, and -Identifying implicitly and
curing/healing explicitly stated information
 Use select words Locating general and specific
formed through
information
coinage and
backformation -Analyse textual information.
 Use select words -Reflect on the message of the
formed through text
several elements of
-Read and summarise
suffixes.
 Use select phrasal -Identify the author’s tone and
verbs correctly intent
Vocabulary
Grammar
-Using contextual clues to
 Recognize and use figure out meaning of new
zero conditionals and
modal verbs. words.
 Recognize and use - Guessing contextual meaning
expressions of of words from the passage.
quantity correctly.
 Recognize and use -identifying word class
expressions of cause -Figuring out word inflections
and effect correctly
-Using affixations to form
Writing
words
 Construct sentences

59 | P a g e
 with select words -using the new vocabulary
from the texts. items in writing and in speech.
 Identify and use
semicolon correctly -constructing various types of
in sentences. sentences using new
 Identify and use vocabulary items
complex sentences
correctly Writing Skills
 Describe graphic -Synthesizing information and
information/data
creating a story
 Interpret graphic
information /data -Using notes from lecture to
 Write a summary of write summary
textual / -Writing different types of
graphic
sentences (Simple, compound,
information.
complex, compound complex)
-Developing different types of
essay(Narrative, expository,
descriptive and argumentative)
Using punctuation marks
correctly
Grammar
-Identifying and using the
different cord classes (parts of
speech)
-Using active and passive voice
for different purposes correctly

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 Using reported speech for
writing news report
Using the different verb mood
correctly
Extensive Reading
-Reading varieties of texts
independently out of class
without teacher’s support.
Unity in Diversity Unit Nine: Fairness and Unit Nine: Multilingualism Unit 9 Unit 9 Conflict
equity Listening skills Management
Listening Listening Listening
-Listen and identify important  Tell the main idea of an
 predict the contents of
 Find the main idea information extended talk.
listening texts using  Fill gaps in a text after
structural clues  Find, important facts information
listening to a talk.
 identify gist of a spoken and supporting -Listen and retell.  Construct sentences using
language details Speaking Skills words taken from the text.
 identify main ideas from  Extract the theme from a
 Extract specific -Identify, pronounce and use
details spoken source
pieces of the English consonant Speaking
 identify the implied
meaning of a listening information. sounds(e.g. bilabials, fricatives,  Describe their physical
appearance, feeling and
text  Retell what is heard affricatives, plosives, etc.) personality.
speaking briefly -Involve in various social  Perform a drama (play).
 express arguments for/  Relate what is heard interactions.
Reading
counter with reasons to personal lives and  Compare and contrast
experiences -Preparing and presenting a models.
 describe the location of
Vocabulary
places and give medium Speaking public speech on a given topic
 Use dictionary to find
and complex directions -Pronouncing English vowels
 Pronounce select meanings.

61 | P a g e
  talk about an imaginary vowels in simple and consonant sounds correctly  Interpret relationship of
situation words -Express likes and dislikes in two words.
 talk about themselves  Pronounce select  Fill the gap given in
diphthongs in simple English. regular patterns.
and others on social
words Reading Skills Grammar
matters  Pronounce select  Describe their past,
Reading -Read short stories and figure
consonants in words. present and future wishes
 infer meanings of new  Ask and respond out the gist using appropriate
words using contextual accurately to a basic -Apply textual information patterns.
clues range of open, closed  correct faulty subject-verb
from listening text to produce a
 read off the lines to get and follow-on agreements in a sentence.
questions (including similar test.  Perform transformation
the general idea
in an interview) -Read and understand various from direct to reported
 transfer specific  Report what is heard speech.
information from literary genres.  Punctuate a text properly.
reading sources  Research and give a -Predicting text message using  Write an argumentative
 take notes from written short presentation on background knowledge
essay.
texts to write summary a chosen topic  Write an application for a
Reading -Reading a passage and vacancy.
Vocabulary development
reflecting on the message.  Tell elements of major
 use selected words to
 Find the main idea drama.
communicate both in -Reading and evaluating or
 Find important facts
writing and speaking  Find supporting criticizing
 Use phrasal verbs in details -Using varieties of reading
communicative  Extract specific
pieces of strategies to comprehend
situations
grammar information. written texts (cognitive,
 Retell about what -Identifying implicitly and
 use present perfect tense they have read
for communicating  Describe and explicitly stated information
events in the past but interpret statistical Locating general and specific
relevant to present data
information
Writing  Infer meanings of

62 | P a g e
  exit writing project new words using -Analyse textual information.
 punctuate sentences contextual clues -Reflect on the message of the
correctly and/or background
knowledge text
 write medium essays of
 Consult the -Read and summarise
description and meanings of
narration -Identify the author’s tone and
unknown words
 use comprehensible from a dictionary intent
grammar in the written  Relate what is read Vocabulary
communication to personal
-Using contextual clues to
experiences and
observations figure out meaning of new
Vocabulary words.

 Use select words -Identifying and using word

related to attack skills Identifying and
multilinguals/ using homophones and
polyglot
homographs correctly
 Use select words
formed through Writing Skills
coinage and -Synthesizing information and
backformation creating a story
 Use select words
-Using notes from lecture to
from another
language formed write summary
through borrowing -Writing different types of
 Use select phrasal
sentences (Simple, compound,
verbs correctly
Grammar complex, compound complex)
-Developing different types of
 Recognize and use
essay(Narrative, expository,
the various

63 | P a g e
 conditional sentences descriptive and argumentative)
correctly. -Writing journalistic reports
 Identify and use
expressions of -Writing business letters
wishes (Application letter, compliment
letter, complaint letter, inquiry
 Recognize and use
indefinite articles letter, curriculum vitae, etc.)
correctly -Writing notes and summaries
 Recognize and use
-Use appropriate adjectives for
the definite article
correctly descriptive writing
. -Write a short article for radio
 Identify and use
state verbs of broadcast
thoughts and - Produce descriptive text
opinions correctly -Writing a process
 Identify and use
state verbs of Describing a place, person or
feelings and thing
emotions correctly
Using punctuation marks
 Identify and use
state verbs of senses correctly
and perceptions.
Writing
Grammar
 Identify and use the -Identifying and using the
colon correctly in a different cord classes (parts of
piece of writing
 Detect subject-verb speech)
agreement faults in -Using active and passive voice
sentences. for different purposes correctly
 Create sentences in

64 | P a g e
 agreement Using reported speech for
with the number and writing news report
person of
Using the different verb mood
subjects.
 Write a summary of correctly
texts. - Using question tags correctly

 Compose a formal -Identifying and using various

letter to the types of verbs
Ministry of -Expressing reasons
Education and the
Extensive Reading
Ministry of Culture
and Sport -Reading varieties of texts
independently out of class
without teacher’s support.

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 Technology Unit Ten : The Internet Unit Ten: Digital versus Listening skills Unit 10 Robotics
Listening Satellite Listening
 predict the contents of Television  Write a paragraph on
Listening -Listen and analyse robotics using words
listening texts using
-Listen and synthesise taken from the text.
structural clues  Identify important  Interpret speakers’ main
 identify gist of a spoken information
and specific ideas.
language facts -Listen and retell.  Explain the message of
 identify main ideas from Speaking Skills the text.
 Find specific details  Describe the purpose of
details -Identify and pronounce the
 identify the implied the speaker.
 Tell speaker’s English pure vowels (short and  Interpret the message
meaning of a listening
attitude from text. long vowels), diphthongs and transferred in the movie.
text Speaking
Speaking triphthongs  Interview people on
Speaking
 express arguments for/ -Identify, pronounce and use various issues.
counter with reasons  Pronounce select the English consonant
 Present a report orally.
 discuss on social issues vowels in simple Reading
sounds(e.g. bilabials, fricatives,  Explain facts after
 present the written words
 Pronounce select affricatives, plosives, etc.) reading a text.
project at a forum and
diphthongs in simple  Perform working a task
talk about themselves, -Involve in various social
words cooperatively.
others and their  Pronounce select interactions.  Use words to construct
practices using opinion consonants in words. -Preparing and presenting a sentences.
expressions  Ask and respond  Use discourse markers to
public speech on a given topic combine sentences.
Reading accurately to a basic
 infer meanings of new range of open, closed -Using appropriate expressions Vocabulary
and follow-on to compliment someone  Guess meaning of new
words using contextual
questions (including words from the context.
clues Reading Skills  Create relation between
in an interview)
 skim to get the general  Report what is heard --Predicting text message using words using analogy
idea  Contribute to and techniques.
background knowledge
 transfer specific develop Grammar
conversations around -Reading a passage and  Correct mistakes in
information from
66 | P a g e reflecting on the message.
 English Syllabus for
Grade 9
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Introduction

Grade 9 is the beginning of general high school education; since deliberately integrated to speaking and writing skills with the
English is assumed to fully serve as the medium of communication assumption that students would get ample opportunities to
at school including in the teaching and learning of other subjects, it internalize the grammar items they learn through meaningful
plays a determinant role in the academic life of students at this practices. The topics selected for developing each unit deal with
stage. It determines not only the level of success of students in issues, vocabulary and activities that are assumed to be important in
education but also is the foundation for their future higher education learning other subjects as well as in their social lives.
and careers endeavours. Therefore, in the preparation of this
syllabus these academic and career goals as well as core life skills Thus, textbook developers, material writers should take these into
have been taken into account. account these academic and life skill activities in their works.
Teachers who materialise these in the teaching learning process are
The syllabus consists of 10 theme based units which focus on varied advised to focus on the minimum learning competencies outlined
topics and aims at developing the four macro and other micro under each unit.
language skills. In this syllabus vocabulary development has been
given a separate section in each unit; instead of making it dependent
on reading lessons so as to enable students get ample opportunities
to develop their vocabulary stock. In addition, grammar items are

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 69

Unit One: Living in Urban Areas(16 Periods)

Learning Outcomes: At the end of this unit, learners will able to:

 Listen to a verity of texts with medium level understanding and transfer information
 Interact in English medium in varied communication situations with comprehensible grammar
 Read medium level reading resources and roughly comprehend contents
 Guess meanings of words using different clues
 Use vocabulary at medium level appropriateness during interaction
 Use comprehensible grammar with minor errors in communication situations
 Write series of sentences and communicate with readers with a minimum comprehensible language

Themes Minimum learning

competences Contents/language Learning Strategies Assessment
items/resources
Unit 1 Living Listening A.Listening 2. Listening Listening
in urban a. ask students to predict the
 predict the contents of 1. Different listening texts content from: title, picture, Check task
areas listening texts using different explaining life styles in situation of events accomplishment
contextual clues b. give tasks for first listening eg,
urban areas (accessible Speaking
 identify gist of spoken texts what do you think is the
1. identify specific information
through electronic
theme of the listening and Observation of
2. guess meanings of some materials and recording)
other tasks , such as participation on
words in the text ‘true/false,
Eg. Cons and prone of classroom discussions
speaking c. give fill-in gaps questions,
urbanisation and appropriateness of
ticking agree/disagree, picture
3. use previous knowledge to grammar
pronounce new words and 2. listening texts dealing arrangements which focus on
structures with advantages and developing students’ listening

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 70

4. use different language disadvantage of urban strategies and skills. Reading

structures based on life d. Teacher gives tasks for listing
interaction situations difficult/ key words to Checking reading
5. express opinions and 3. Simple instructions to understand the text related questions
supports using appropriate 3. Speaking
language
follow Writing
a. Teacher selects words that he
6. express cause and effect
7. recount stories using two past (maps, roads, etc.) thinks difficult from earlier Writing task
tenses grades and asks students to completion
reading 3. voices expressing pronounce and correct them
important words in texts b. Teacher Gives WH
8. predict the content of texts with appropriate Questionsfor practising rising
using prior knowledge (municipality, urban, intonation
9. infer meanings of new words c. Teacher gives Tasks for asking
using contextual clues etc.)
for information eg related to
10. skim to get the general idea the listening text or other
11. scan to obtain specific B. Speaking
relevant topic of discussion
information that lead to use varies of
12. express their views about 1. Pronunciation – rising
language structures
what they read and falling intonations d. Teacher provides a topic on
vocabulary (question forms with rising students is likely to have
and falling intonation) differing reasons or
 usedictionary more effectively actions/viewpoints eg. Where
for understanding meanings do you like to live, urban or
2. Issues of discussion on
of difficult words rural? Why? Causes and
 use words related to urban urban life and urban
effects of urbanization
life in contexts growth tuned towards. e. Teacher asks students to tell
 use phrasal verbs in situations of urban life for
communication C. Reading talking using present
grammar experience
1. Reading comprehension 4. Reading
 questions (passages, articles, a. Teacher asks brainstorming
o use tag questions newspapers, leaflets, stories, questions on the reading text
o use ‘Wh’ questions descriptions, directions, etc.) or gives pre reading activities
with present Eg questions of understanding
simple/present

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 71

continuous 2. Selected vocabulary of gist of a text (skimming)

o ask ‘yes/no’ with items b. Teacher give word guessing
proper structure tasks
o use questions with D. Vocabulary c. Teacher asks questions on
auxiliary verbs to development detailed reading (taking notes,
produce tag filling in tables, charts, maps
questions 1. Utilisation of and gaps in sentences, ticking
dictionaries (hard as well items (scanning and reference)
as soft copies) d. Gives questions (open ended
writing questions, ordering/matching
2. passages on urban pictures, true/false),
13. write complex and compound
development issues ordering/ranking information,
sentences to develop a
paragraph exchanging information,
14. use basic cohesive devices to 3. Phrasal verbs: aim at, matching definitions)
write series of sentences ask for, ask out, back (inference questions)
15. use words related to urban down, back off, back up, 5. Vocabulary development
life in writing 1. Train students how to use
beat up, beef up, believe in,
16. use punctuation marks: dictionary (hard as well as soft
period and question mark and bite off copies), use words related to
capitalization (.), (?) (upper urban life in contexts
case) E. grammar 2. Provide students with urban
development related passages
1. tag questions for vocabulary learning
(affirmative, negative) 3. Provide texts with phrasal
verbs and students underline
2. using simple present them
tense, present continuous
6. Grammar
tense
Teacher gives practice exercises on
2. ‘Wh’ questions using
Wh’ questions using present
present simple/present
simple/present continuous
continuous
E.g. ‘Where are your parents now, do

71
 72

E.g. ‘Where are your you think

parents now, do you think?
Which football team do you support?
3. ‘yes/no’ questions
4. questions with auxiliary Teacher prepares ‘yes/no’ questions
verbs
(use questions with auxiliary verbs to
produce tag questions)
 I am not the best, am I?
F. Writing  Today isn't Monday, isn’t it?
 We are included, aren’t we?
Describing the activities  She knows the number,
they are engaged in in the doesn’t she?
Give other tag questions with modal verbs
year.(use of present
continuous tense)
7. writing
Period (.) and question a. Teacher gives questions in
mark (?) (upper case) which students give their
opinion by writing series of
( complex and compound)
sentences
b. Gives a task to show how to
use basic cohesive devices to
write series of sentences
c. Give tasks that help students
practice using capitalisation,
period and question marks

mode of activities

individual, in pair, group, plenary activities

using language that is comprehensible (if
inaccurate, limited or hesitant) and which
communicates the intended message)

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Unit 2 Study skills(15 Perods)

Learning Outcomes: At the end of this unit, learners will able to:

 Listen to a verity of texts with medium level understanding and interpret contents
 Interact in English medium in varied communication situations with comprehensible grammar
 Read medium level reading resources and infer meanings of contents
 Use vocabulary at medium level appropriateness during interaction
 Use comprehensible grammar with minor errors in communication situations
 Write simple sentences, paragraphs and letters for academic purposes

 Write different types of sentences and communicate with readers with a minimum comprehensible language

Unit 2 Study Listening A.Listening A. Listening Listening
skills  Ask students to predict the
 predict the contents of 1. Different listening texts content from: title, picture, Select a text for
listening texts using topic dealing study skills situational of events, etc. what do revising the listening
clues you expect from the text? skills students learnt in
(accessible to mobile
 task for first listening eg, the three units
 identify gist of a spoken recording)
agree/disagree / (skimming) Speaking
language
2. listening texts dealing  give questions which ask for
details of listing texts , such as
Use mini presentation
 identify main ideas from with study problems
note taking, ‘true/false, Fill-in on student survey to
details students encounter at
gaps, ticking (scanning and check the interaction
 identify specific information different levels level of students
reference questions)
3. listening texts dealing  Asking inference questions by
 identify key content words Reading
taking notes: agree/disagree,
with effective study
 write highlight of listened picture arrangements which focus Prepare a reading text
practices on developing students’ listening
information in which students use
strategies and skills. skimming, scanning
B. Speaking
 Teacher gives tasks for listing

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speaking 1. Pronunciation – rising difficult/ key words to understand and inference skills
intonation eg questions the text
 pronounce questions with  Asking students to summarize writing
with rising intonation: are
rising intonation listening using their notes
you in the library? give a paragraph level
(inferences)
 express agreement and writing to check if
2. issues for discussion on B. Speaking
disagreement students are able to
1. Pronouncing question with rising
study problems tuned write series of
intonation (may compare with
 express for/counter towards using simple past sentences
falling ones)
arguments tense and past continuous 2. express counter arguments on
controversial issues
 describe an episode in life Talking about past study
 give instructions using practices 3. give Tasks for asking for
information eg related to the
structures and sequencing
Describe partner’s study listening text or other relevant
devices topic of divergent issues on study
habit with that of one’s own
skills for discussion that lead to use
reading in the past
varies of language structures
4. provide a topic on students is likely
 predict contents of written C. Reading
to have differing reasons or
texts from titles/headings actions/viewpoints eg. Let you
1. Reading comprehension
describe your study habit to your
 infer meanings of new words (passages, research outputs partners see the effectiveness
using contextual clues on study behaviours, together (whole class mini debate)
leaflets, stories, descriptions, 5. ask students to tell personal
 skim to get the general idea stories using notes they prepare
instructions, etc.)
6. Pronunciation
 transfer specific information
D. Vocabulary Eg practising beginning stress
from reading sources
development C. Reading
 infer underlying meaning of
1. Collocation  brainstorming questions, pre
texts
reading activities and general
Vocabulary development 2. Reading sources for questions for skimming
practising word collocation  questions on detailed reading
 effectively use words that (taking notes, filling in tables,

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collocate in their 3. Selected vocabulary charts, maps and gaps in

communication items sentences, ticking items,
 use phrasal verbs in  answering questions (open and
communication 4. List of phrasal verbs: blow true/false), ordering/ranking
Grammar information ordering/matching
away, blow off, below out,
pictures, exchanging information,
1. Use appropriate connectors in below up, boil down to,
their communication matching definitions)
break down, break in,
 Use simple and Past pas  inference questions:
break off, break out, break
continuous tense for why, how, etc.
through D. Vocabulary development
communication
 Adverbs of frequency in 1. Giving word games : students
communication read texts and list word that
writing E. Grammar collocate
2. Word Collocations: students are
 write compound and complex
Connectors: additional given words in two columns and
sentences in the past and past
markers (and, in addition, asked to join words that often
continuous forms
furthermore,.. ) appear together
 punctuates sentences using  Guessing word meanings using
firstly, secondly, .. finally) language structures s
comma (,) and semi colon (;)
 give a task in which students act
always, sometimes, rarely,… out some of the phrasal verbs
 use basic cohesive devices to
structure a paragraph Simple and Past continuous
E. Grammar
tense
 Teacher gives basic cohesive
Adverbs of frequency devices to structure a
 Writing about good study habit
F. Writing using Present simple and present
 Teacher gives a paragraph with
1. School based Student blank spaces to complete with
surveys on mates’ study adverbs of frequency
habits F. Writing
1. Giving Dictation for students

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2. Keeping diary to punctuate a text

2. teacher gives tasks which help
3. Language of agreeing and to write compound and
disagreeing complex sentences in the past
and past continuous forms
4. Informal letter  use basic cohesive devices to
structure a paragraph
5. use basic cohesive
 Designing a study plan and
paragraph
describing the plan
Punctuations: (,) and (;)  Using Comparatives and
superlatives and adjectives to
explain the differences to others’
plan
 Give tasks in which students use
(.), (?), (,) and (;)

mode of practising the activities

individual, in pair, group, plenary activities

using language that is comprehensible (if
inaccurate, limited or hesitant) and which
communicates the intended message
spoken as well as in written form)

Unit 3 Traffic Accident(16 Periods)

Learning Outcomes: At the end of this unit, learners will able to:
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 Listen to a verity of texts with medium level understanding and transfer information to use for different purposes
 Interact in English medium in varied communication situations with comprehensible grammar
 Read medium level reading resources and comprehend contents
 Use vocabulary at medium level appropriateness during interaction
 Use comprehensible grammar with minor errors in communication situations
 Structure and write simple paragraphs for academic purposes
 Write and communicate with readers with a minimum comprehensible language
Unit 3 Traffic Listening A.Listening A. Listening Listening
accident
 predict the contents of 1. Different listening texts Students: Select a text for
listening texts using a variety structurally tailored on revising the listening
1. Work on Tasks dealing structure/
structural clues skills students learnt in
Traffic accents arrangement of ideas
the three units
 identify key content words (accessible to mobile 2. Carryout a task for identifying
Speaking
recording) important words from listening
 retell what they have heard texts (note taking) Use mini presentation
2. listening texts narrating 3. Recollect ideas from the listening on student survey to
speaking
about a traffic accident lesson and discussing and traffic
check the interaction
 narrate accident stories and issues in their community.
level of students
express agree and 3. listening texts a traffic
disagreement issue at global level B. Speaking Reading
1. Teacher gives controversial issues
 express counter arguments Traffic accident pictures on which students express Prepare a reading text
agreement and disagreement in which students use
 describe the location of B. Speaking 2. Expressing counter arguments skimming, scanning
places and give medium and using polite expressions (yes but, and inference skills
complex directions
2. Issues for discussion on in my opinion, I think…)
the nature of traffic 3. Students explain steps/ writing
 give instructions using more procedures for crossing roads
problems in students’ home
4. Pronunciation : words with initial give a paragraph level
structures and sequencing town using simple past stress writing to check if
devices tense and past continuous
Eg. initial stress (ask, people, student, students are able to
write series of

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 word initial stress Talking about traffic incidents etc.) sentences

reading Pronunciation: ending 5. Students Narrate past

stress events/accidents
 predict contents of written
6. Students prepare a discussion
texts from their experiences Discussion forum on traffic forum on traffic safety issues
safety C. Reading
 infer meanings of new words
1. brainstorming questions/ Pre
using contextual clues
C. Reading reading activities
 transfer specific information 2. questions on detailed reading
1. Reading comprehension (taking notes, filling in tables,
from reading sources
(passages, global research charts, maps and gaps in
 write summaries of passages outputs on traffic sentences, ticking items,
accidents, leaflets, stories, answering questions (open and
Vocabulary development true/false), ordering/ranking
descriptions, instructions, etc)
 remember and use learnt information ordering/matching
vocabulary items for 2. Selected vocabulary pictures, exchanging information,
communication items from passage matching definitions) (scanning
 guess meanings from contexts and reference questions)
 use phrasal verbs in their D. vocabulary development 3. writing from reading to summarise
daily communication a text
grammar Training resources for
enabling students learn word D. Vocabulary development
 use more cohesive devices to recalling techniques
structure and connect series Activities on word recalling
of sentences in Phrasal verbs: Break over, techniques: fill in the blanks, word
communication association, Antonyms and
bring over, bring up
 use modal verbs effectively Synonyms
when giving pieces of advice
writing
E. Grammar
Teacher gives a passage with
1. Expressing blank spaces which students
 use more cohesive devices to
obligations (shall, complete
structure to connect series of
sentences into a coherent should, must, etc.)

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paragraph. 2. Making sudden

decisions (will, have
 write a paragraph using series to) E. grammar
of sentences 1. teacher gives a passage with
‘Do’ and ‘don’t ’ blank spaces to fill in with correct
 use modal verbs effectively cohesive devices
when giving written pieces of Adverbs of frequency
2. teacher gives advice tasks in
advice which students give advice using
F. Writing
modal verbs
 write informal letter
School based Student surveys Eg whenever I see a car
 use semicolon (;) and colon (: on students’ knowledge of approaching, I will walk fast for
properly traffic safety Keeping diary safety
You should ….
Punctuations marks: (;) and You shall…
(:)
F. Writing
Informal letterwriting 1. Giving texts with blank spaces in
which students fill in with
appropriate cohesive devices
. 2. Giving Dictation for students to
punctuate a text using full stop
and questions mark Preparing
instructions on traffic safety
using ‘do and don’t’
3. Students conduct Interview s on
public awareness on traffic safety
measures and use adverbs of
frequency
4. Students practice on how to keep
diary
5. Students write group report of

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based on the interview data

6. Students write informal letters
using a model to their relatives
on how to be safe from car
accidents
7. Give tasks in which students use
(.), (?), (,), (;)and (:)

mode of practising the activities

individual, in pair, group, plenary activities

using language that is comprehensible (if
inaccurate, limited or hesitant) and which
communicates the intended message
spoken as well as in written form)

Unit 4 National parks (14 Periods)

Learning Outcomes: At the end of this unit, learners will able to:

 Listen to a verity of texts with intermediate level understanding and use them for different purposes
 Interact in English medium in varied communication situations with comprehensible grammar
 Read medium level reading resources and comprehend contents
 Use vocabulary at medium level appropriateness during interaction
 Use comprehensible grammar with minor errors in communication situations
 Structure and write a paragraph using a topic sentence and supporting ideas
 Write and communicate with readers with a minimum comprehensible language
Unit 4 national Listening A.Listening A. Listening Listening
parks

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 predict the contents of 1. Different listening texts Students: Select a text for
listening texts using structural structurally tailored on revising the listening
clues 1. Work on Tasks dealing structure/ skills students learnt in
describing national parks arrangement of ideas
(accessible to mobile the three units
 identify gist of a spoken 2. Carryout a task for identifying
Speaking
language recording) important words from listening
texts (note taking) Use mini presentation
 identify main ideas from 2. listening texts explaining 3. State the implications of the on student survey to
details types of national parks in listening text check the interaction
Ethiopia B. Speaking level of students
 identify the implied meaning
1. Expressing counter arguments
of a listening text
3. pictures of national using polite expressions on Reading
parks in different regions tourist attraction areas
 Differentiate homophones
2. Describing tourist attractions Prepare a reading text
speaking of Ethiopia
in their areas in which students use
 express arguments for/ 3. Describing oneself skimming, scanning
B. Speaking
4. Using if’ sentences to invite a
counter with logical and inference skills
1. Issues for discussion on friend for a visit
arrangements and reasons
5. Using ‘if’ sentences to warn writing
the natural beauties in students against harmful wild
 describe unique places and students’ areas lives in tourist sites give a paragraph level
use varied sentence
6. Students prepare a writing to check if
structures 2. Selected known discussion forum on students are able to
attraction areas importance of visiting tourist
 talk about an imaginary write series of
attraction areas safety issues
situation 3. Selected imaginary places sentences
7. Teacher gives words that are
 talk about themselves, others homophones and students
4. Tourist areas in their pronounce them (ayes
and their daily lives places /eyes, bear/bier, fourth/
 use homophones in oral forth …
5. Homonyms C. Reading
communication
reading 1. brainstorming questions/ Pre
C. Reading
reading activities
 infer meanings of new words 2. questions on detailed reading
1. Reading comprehension

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using structural clues (passages, global research (taking notes, filling in tables,
outputs on tourism, leaflets, charts, maps and gaps in
 skim to get the general idea sentences, ticking items,
stories, descriptions, tourist
answering questions (open and
 transfer specific information guide materials, etc)
true/false), ordering/ranking
from reading sources
2. Selected vocabulary information ordering/matching
 take notes from written texts items in different passages pictures, exchanging information,
to write summary matching definitions)
E. Vocabulary 3. writing from reading to summarize
Vocabulary development development a text
D. Vocabulary development
 Analyze and form parts of 1. List of prefixes: ante, anti,  Teacher gives tasks in which
words (word formation) co, dis, en/em, students guess meanings of words
 Use sentence structures and from context
contextual clues to guess 2. List of phrasal verbs: burn  Underlining prefixes of words in
meanings of words up, burn out, butt in, call back a text, rewriting with prefixes
 Use phrasal verbs in written
call in, call off, call up, call, E. grammar
communication
grammar
calm down, care for, carry out 1. teacher gives if clauses that
express likely conditions and
 use Zero conditionals to Grammar students match the two
express probable conditions clauses
Zero conditionals to express 2. teacher gives the two parts of
writing
probable conditions phrasal verbs in two columns
 identify the differences and student to match them
between topic, title and D. Writing
F. Writing
heading for writing prepare group reports on the
1. School based Student
surveys on students’ survey
punctuate sentences and
interests to visit
questions correctly using colon
places
and semicolons
2. Selected punctuation
marks identifying the differences
3. If clauses (type I) between topic, title and heading in

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4. Selected topics ,titles writing using examples

and headings Differentiate homophones
5. Spelling
mode of practising the activities

individual, in pair, group, plenary activities

,
using language that is comprehensible (if
inaccurate, limited or hesitant) and which
communicates the intended message
spoken as well as in written form)

Unit 5 Horticulture (14 Periods)

Learning Outcomes: At the end of this unit, learners will able to:

 Listen to a verity of texts with intermediate level understanding and use them for different purposes
 Interact in English medium in varied communication situations with comprehensible grammar
 Read medium level reading resources and comprehend contents
 Use vocabulary at medium level appropriateness during interaction
 Use comprehensible grammar with minor errors in communication situations
 Structure and write a paragraph using a topic sentence and supporting ideas
 Write and communicate with readers with a minimum comprehensible language
Unit 5 Listening A.Listening A. Listening Listening
Horticulture
 predict the contents of 1. Different listening texts Students: Select a text for
listening texts using structural structurally tailored on revising the listening
1. Work on Tasks dealing
clues skills students learnt in
describing at global level structure/ arrangement of
the three units
 identify gist of a spoken (accessible to mobile ideas
Speaking
language recording) 2. Carryout a task for identifying
important words from Use mini presentation
 identify main ideas from 2. listening texts describing listening texts (note taking) on student survey to
details types of horticultures in 3. State the implications of the

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 identify the implied meaning Ethiopia listening text check the interaction
of a listening text B. Speaking and grammar level of students
3. pictures of different 1. saying likes and dislikes
speaking horticulture resources in (spices) Reading
different regions of 2. Describing features of
 describe types of horticulture Prepare a reading text
selected spices
in different places Ethiopia in which students use
3. Using relative pronouns
to link two sentences to skimming, scanning
 talk about cultural foods and B. Speaking
describe cultural foods and inference skills
their ingredients 4. Health importance of
1. list of cultural foods
various spices writing
reading
2. Giving alternative point of C. Reading
give a paragraph level
 infer meanings of new words view 5. brainstorming questions/
writing to check if
using contextual clues Pre reading activities students are able to
Eg on the one hand, but…. questions on detailed write series of
 skim to get the general idea reading (taking notes, sentences
C. Reading filling in tables, charts,
 transfer specific information maps and gaps in
from reading sources 1. Reading comprehension sentences, ticking items,
(passages, global research answering questions
 take notes from written texts
outputs on tourism, leaflets, (open and true/false),
to write summary
stories, descriptions, tourist ordering/ranking
guide materials, etc) information
Vocabulary development
ordering/matching
 use more prefixes in writing D. Vocabulary pictures, exchanging
 use more derivation words development information, matching
 use phrasal verbs with correct definitions)
combinations 1. List of prefixes ex, mis, 2. writing from reading to summarize
grammar pre, re, sub, un, a text
D. Vocabulary development
 describe likes and dislikes 2. Selected vocabulary 1. Underlining prefixes,
(related to foods, social and items in different passages 2. Adding prefixes to words
cultural issues) and check sematic

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 use improbable conditions to 3. phrasal verbs: carry out, changes

express unlikely situations carry on, catch on, catch 3. Teacher gives meanings
up, cheat on, check in, of the phrasal verbs and
 use relative clauses to writes the first part of
combine related pieces of check out chicken out,
the verbs and asks
information chop up, clean out
writing students to write the
matching words for each
 list points to write a E. Grammar
paragraph grammar 4. Teacher asks students to
express their attitudes on
 write a topic sentence of a . Definitions and sentences social issues
paragraph with (relative clauses), 5. use relative pronouns to
relative pronouns join two or more ideas
 write small coherent 6. teacher gives exercises
paragraphs D. Writing related to conditional
sentences
1. School based Student F. Writing
surveys on students’ 7. punctuating sentences in
a paragraph correctly
interests to visit places
(capitalization, comma,
semicolon andcolon)
2. Selected punctuation
8. listing points to write a
marks paragraph
9. writing a topic sentence
3. Selected topics ,titles and of a paragraph
headings 10. writing small paragraphs

4. Spelling
mode of practising the activities
Homonyms
individual, in pair, group, plenary activities
using language that is comprehensible (if
inaccurate, limited or hesitant) and which
communicates the intended message

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spoken as well as in written form)

Unit 6 Poverty (16 Periods)

Learning Outcomes: At the end of this unit, learners will able to:

 Listen to a verity of texts with intermediate level understanding and use them for different purposes
 Interact in English medium in varied communication situations with comprehensible grammar
 Read medium level reading resources independently and comprehend contents
 Use vocabulary at medium level appropriateness during interaction
 Use comprehensible grammar with minor errors in communication situations
 Structure and write a paragraph using a topic sentence and supporting ideas for a purpose
 Write and communicate with readers with a minimum comprehensible language
Unit 6 Listening A.Listening A. Listening Listening
Poverty
 predict the contents of 1. listening texts Students: Select a text for
listening texts using structural structurally tailored on revising the listening
1. Work on Tasks dealing structure/
clues skills students learnt in
describing poverty from arrangement of ideas
the three units
 identify main ideas from different angles eg, 2. Carryout a task for identifying
Speaking
details poverty of developing important words from listening
countries/ the developed texts (note taking) Use mini presentation
 identify the implied meaning 3. Complete charts
ones (accessible to on student survey to
of a listening text 4. State the implications of the
mobile recording) check the interaction
listening texts
speaking level of students
2. listening texts explaining B. Speaking
 express opinions with 1. Explaining statistical data/ Reading
definitions of poverty ‘economy matters’
justifications
2. Explaining poverty level of the Prepare a reading text
3. pictures of the ‘haves community
 explain simple social issues in which students use
sad have not’ 3. Discussing on varied definitions of skimming, scanning
 talk about their living poverty or economic matters

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conditions B. Speaking and grammar C. Reading and inference skills

1. brainstorming questions/ Pre
 debate on economic matters 1. Poverty/economic reading activities writing
statistical figures and 2. questions on detailed reading
reading give a paragraph level
graphs/pie charts etc. (taking notes, filling in tables,
writing to check if
 infer meanings of new words charts, maps and gaps in students are able to
using contextual clues 2. controversial definitions sentences, ticking items, write series of
of poverty that lead to answering questions (open and sentences
 skim to get the general idea diverging idea/ inequity true/false), ordering/ranking
information ordering/matching
 transfer specific information 3. have to/must pictures, exchanging information,
from reading sources matching definitions)
C. Reading writing from reading to summarize
 take notes from written texts a text
to write summary 1. Reading comprehension D. Vocabulary development
(passages, research outputs  Adding suffixes on root words,
Vocabulary development
on poverty, poverty stories, Changing word structure using
 use suffixes in speaking and poverty alleviation strategy suffixes and writing their
writing documents, etc.) meanings
 use more derivative words in  Teacher writes all the phrasal
communication 2. Selected vocabulary verbs on the board and cleans
 use phrasal verbs in items in different passages the words on the right side and
interactions
asks students rewrite them again
grammar D. Vocabulary E. grammar
 use conditional sentences to
development 1. teacher gives tasks
express impossible conditions (Matching) in which students
1. List of common words with write correct sentences
 use ‘have to/ must have suffixes like --ate, ----ise/ize, 2. Giving advice using ;you have
to/don’t have to/mustn’t’ in ---ment,--- esh, ---tion, and to and you must as well as
communication reading resources ‘you don’t have to /you
writing mustn’t’
2. phrasal verbs: clear up, F. Writing
 write topic sentences for clog up, close down, close  give warning using ;you have

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series of paragraphs to off, come down, come to/you must/ you don’t have to
develop essays about, come across, come and you mustn’t; on what to do in
a serious situations
apart, come back, come
 write coherent paragraphs  punctuating sentences in a
down paragraph correctly
 listing points to write a paragraph
 writing a topic sentence of a
paragraph
E. grammar  writing a complete paragraph
mode of practising the activities
have to/must, ‘you don’t
have to /you mustn’t’ individual, in pair, group, plenary activities
using language that is comprehensible (if
F. Writing inaccurate, limited or hesitant) and which
communicates the intended message
1. narrow topics on the role
spoken as well as in written form)
of hard work to overcome
poverty

Outlines for a paragraph

Unit 7 Community services (14 Periods)

Learning Outcomes: At the end of this unit, learners will able to:

 Listen to a verity of texts with upper intermediate level understanding and use them for different purposes
 Interact in English medium in varied communication situations with comprehensible grammar
 Read medium level reading resources independently and comprehend contents
 Use vocabulary at medium level appropriateness during interaction
 Use comprehensible grammar with minor errors in communication situations
 Structure and write a paragraph using a topic sentence and supporting ideas for specific purposes
 Write and communicate with readers with a minimum comprehensible language
Unit 7 Listening A.Listening A. Listening Listening

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community Students:
service
 identify gist of a spoken 1. listening texts 5. Work on Tasks dealing structure/ Select a text for
language structurally tailored on arrangement of ideas/sequence revising the listening
explain the nature of pictures following a listening text skills students learnt in
 identify main ideas from
community services in 6. Carryout a task for identifying the three units
details
important words from listening Speaking
different forms
 identify the implied meaning texts (note taking) (reference and
(accessible to mobile textual cohesion) Use mini presentation
of a listening text
recording) 7. Complete charts on student survey to
speaking 8. State the implications of the check the interaction
2. listening texts explaining level of students
listening texts
 express their views in social benefits of community B. Speaking
contexts in English with services Reading
1. Explaining community issues using
intelligible grammar statistical data
3.examplary pictures on Prepare a reading text
2. Explaining poverty level of the
 discuss about themselves, in which students use
community services community
others and their community 3. Discussing on varied social skimming, scanning
lives in comprehensible B. Speaking problems matters and inference skills
English C. Reading
1. Discussion on 1. brainstorming questions/ Pre writing
 present issues on forums in identification of reading activities
give a paragraph level
English 2. questions on detailed reading
community problems. writing to check if
reading (taking notes, filling in tables, students are able to
2. classification of charts, maps and gaps in write series of
 infer meanings of new words
community problems and sentences, ticking items, sentences
using contextual clues
selection of priority areas answering questions (open and
 skim to get the general idea true/false), ordering/ranking
C. Reading information ordering/matching
 transfer specific information pictures, exchanging information,
from reading sources 1. Reading comprehension matching definitions)
(passages, research outputs 3. writing from reading to summarize
 draw conclusion of reading a text
on community services,

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passages communal stories of D. Vocabulary development

support system, etc.)  Adding other suffixes on words
Vocabulary development with primary suffixes
2. Selected vocabulary  Changing word structure using
 use more suffixes in writing
 use derivations in extended items in different passages suffixes and writing their
forms meanings
 use phrasal verbs in social D. Vocabulary  Give matching activities by
interaction development putting the phrases in columns
grammar E. Grammar
1. Words with suffixes and Teacher gives revision exercises
 use sentences with ‘if’ in the texts on conditional clauses
three forms correctly Teacher gives revision exercises
 use relative clauses in 2. derivative words on relative clauses
communication (defining F. Writing
and non-defining) 3. phrasal verbs: drop off,
1. identify want a community can do
drop in, dropout, dry off, dry and ask students to describe that
writing out, dry up, eat up, empty using conditional type II)
out, end up fall apart  punctuating sentences in a
 punctuate sentences correctly
paragraph correctly using
(apostrophe (‘) and
E. grammar punctuation marks: (apostrophe
brackets())
(‘) and brackets (())
1. ‘If …meet to you night ,…
 write descriptive essays of 3-5
will.. 2. listing points to write a paragraph
paragraphs
3. writing an outline for writing a
2. ‘if I had ---- would do---‘1.: descriptive essay of three a
paragraphs
3. If … had… would do 4. writing introductory paragraph
and summary paragraph
F. Writing mode of practising the activities

A selected community for individual, in pair, group, plenary activities

writing short descriptive using language that is comprehensible (if
essay inaccurate, limited or hesitant) and which
communicates the intended message

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A model simple descriptive spoken as well as in written form)

essay

(apostrophe (‘) and

brackets(())

Unit 8 Communicable Diseases (16 Periods)

Learning Outcomes: At the end of this unit, learners will able to:

 Listen to a verity of texts with upper intermediate level understanding and use them for different purposes
 Interact in English medium in varied communication situations with comprehensible grammar
 Read medium level reading resources independently and comprehend contents
 Use vocabulary at medium level appropriateness during interaction
 Use comprehensible grammar with minor errors in communication situations
 Structure and write a paragraph using a topic sentence and supporting ideas
 Write and communicate with readers with comprehensible language
Unit 8 Listening (Listening on covid-19) A.Listening A. Listening Listening
Communicable
diseases  predict the contents of 1. listening texts Students: Select a text for
listening texts using structural structurally tailored on revising the listening
1. Work on Tasks dealing structure/
clues skills students learnt in
explain the nature of arrangement of ideas/sequence
the three units
 identify gist of a spoken diseases in different pictures following a listening text
language forms (accessible to 2. Carryout a task for identifying Speaking
mobile recording) important words from listening
 identify main ideas from texts (note taking) (reference and Use mini presentation
details 2. listening texts explaining textual cohesion) on student survey to
epidemic diseases 3. Complete charts check the interaction
 identify the implied meaning 4. State the implications of the level of students
of a listening text listening texts
3. pictures, charts,
diagrams on illnesses B. Speaking Reading

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speaking B. Speaking 1. Explaining health issues using Prepare a reading text

statistical data in which students use
 express opinion on health 1. Discussion on 2. Explaining poverty and diseases skimming, scanning
issues using comprehensible identification of diseases in 3. Discussing on varied social health and inference skills
English matters
community 4. Using ‘if .. had ---- would have writing
 describe the location of done’ to express impossibility
2. classification of diseases
places and give instructions C. Reading give a paragraph level
in the community 1. brainstorming questions/ Pre writing to check if
and pieces of advise
reading activities students are able to
3.‘if I had had ---- would have write series of
reading 2. questions on detailed reading
done---‘ (taking notes, filling in tables, sentences
 infer meanings of new words charts, maps and gaps in
using contextual clues C. Reading
sentences, ticking items,
1. Reading comprehension answering questions (open and
 skim to get the general idea
true/false), ordering/ranking
(passages, research outputs
 transfer specific information information ordering/matching
on diseases, disease related
from reading sources pictures, exchanging information,
communal stories and matching definitions)
 write summaries of what they support system, etc.) 3. writing from reading to summarize
listened to and read a text
2. Selected vocabulary D. Vocabulary development
Vocabulary development items in different passages 1. Defining, using L1 to records
word meanings, synonyms,
 Select and use appropriate D. Vocabulary etc.
words in communication development 2. teacher gives phrases in a
(diction for writing)
passage and students try to
 Use phrasal verbs in 1. Texts with difficult words
communication substitute some phrasal
for activities
Grammar verbs which could mean the
1. use present perfect tense for 2. Texts with phrasal verbs: same and follow similar
communicating events in the come down to, come down patterns
past but relevant to present with, come in, come off, E. grammar
come on, come out, come 1. teacher gives student scenarios

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writing over, come up, come through, that have started sometimes in
come up with the past which has impacts on
 punctuate sentences correctly present ask them to report them
using hyphen and D. grammar using present perfect tense
exclamation mark 2. teacher gives students activities
Present perfect tense and
which have started in the past
 write stories, tales and present perfect continuous have been going on still (use
medium level expository tense table)
essays
F. Writing
Writing
1. gives students to describe a
2. Punctuation marks: health problem they face in past
punctuate sentences correctly to tell student what they did not
using hyphen, apostrophes do to save themselves from the
and exclamation mark disease using ‘If… had had ….
3. A selected health issue for Would have done’
writing short narrative essay 2. punctuating sentences in a
paragraph correctly using
4 A model simple narrative punctuation marks: semi colon,
colon hyphen and the
stories for writing short
exclamation mark
narrative essays 3. listing points to write a paragraph
4. writing an outline for writing a
narrative essay of three to five
paragraphs
5. writing a simple narrative

mode of practising the activities

individual, in pair, group, plenary activities

using language that is comprehensible (if
inaccurate, limited or hesitant) and which
communicates the intended message
spoken as well as in written form)

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Unit 9 Fairness and Equity (16 Periods)

Learning Outcomes: At the end of this unit, learners will able to:

 Listen to a verity of texts with upper intermediate level understanding and use them for different purposes
 Interact in English medium in varied communication situations with comprehensible grammar
 Read medium level reading resources independently and comprehend contents
 Use vocabulary at medium level appropriateness during interaction
 Use comprehensible grammar with minor errors in communication situations
 Structure and write a series of paragraphs to develop essays
 Write and communicate with readers with a minimum comprehensible language
Unit 9 fairness Listening A.Listening A. Listening Listening
and equity
 predict the contents of 1. listening texts Students: Select a text for
listening texts using structural structurally tailored on revising the listening
1. Work on Tasks dealing structure/
clues skills students learnt in
explain issues related to arrangement of ideas/sequence
the three units
 identify gist of a spoken equity, equality and pictures following a listening text
language fairness form different 2. Carryout a task for identifying Speaking
angles (accessible to important words from listening
 identify main ideas from texts (note taking) (reference and Use mini presentation
mobile recording)
details textual cohesion) on student survey to
2. listening texts pertaining 3. Complete charts check the interaction
 identify the implied meaning
to discriminatory 4. State the implications of the level of students
of a listening text
listening texts
practices and their Reading
speaking B. Speaking
effects on social fabrics 1. Discussing on issues related to
 express arguments for/ equity and fairness Prepare a reading text
3. pictures of social in which students use
counter with reasons
diversity in Ethiopia, 2. Discussing on varied social skimming, scanning
 describe the location of charts, diagrams on problems matters and inference skills
places and give medium and indicators of inequity 3. Using ‘present perfect tense ’ to

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complex directions and social illnesses express activities completed in writing

the past but has implications to
 talk about an imaginary B. Speaking the present give a paragraph level
situation C. Reading writing to check if
1. Discussion on 1. brainstorming questions/ Pre students are able to
 talk about themselves and write series of
alleviation of practices of reading activities
others on social matters sentences
unfairness and 2. questions on detailed reading
discriminations. (taking notes, filling in tables,
reading
charts, maps and gaps in
 infer meanings of new words 2. indicators of social sentences, ticking items,
using contextual clues inequities and priority answering questions (open and
true/false), ordering/ranking
areas
 read off the lines to get the information ordering/matching
general idea 3.‘present perfect tense‘ pictures, exchanging information,
matching definitions)
 transfer specific information C. Reading 3. writing from reading to summarize
from reading sources a text
1. Reading comprehension E. Vocabulary development
 take notes from written texts (passages, research outputs
to write summary 1. Writing activities using the difficult but
on fairness and equity
learnt words
Vocabulary development stories, etc.) 2. prepare an appropriate task using one
of the strategies presented above
 use selected words to D. Vocabulary
communicate both in writing development
and speaking D. grammar
 use phrasal verbs in A. Selected vocabulary  teacher gives exercises in which
communication items in different students compare present perfect
grammar passages tense with past tense
B. Phrasal verbs: con  Use different forms of present
Use different forms of present perfect perfect tense in contexts properly
tense in contexts properly into, con out, con
Writing
out off, count on
count up, cover up,  listing points to write a paragraph
 writing an outline for developing

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writing crack down, cross an essay of three to five

off, cut back, cut paragraphs
 exit writing project  writing a simple narrative in which
down
present perfect tense
 punctuate sentences correctly E. Writing mode of practising the activities

 write medium essays of Punctuation marks: individual, in pair, group, plenary activities
description and narration punctuate sentences correctly using language that is comprehensible (if
using hyphen, apostrophes inaccurate, limited or hesitant) and which
 use comprehensible grammar and exclamation mark communicates the intended message
in the written communication
spoken as well as in written form)
A model simple biography in
which present perfect tense
is used

A selected community for

writing short descriptive
essay

Unit 10 The internet (17 Periods)

Learning Outcomes: At the end of this unit, learners will able to:

 Listen to a verity of texts with upper intermediate level understanding and use them for different purposes
 Interact in English medium level proficiency in varied communication situations with comprehensible grammar
 Read medium level reading resources independently and comprehend contents
 Use vocabulary at medium level appropriateness during interaction
 Use comprehensible grammar with minor errors in communication situations
 Structure and write a series of paragraphs to develop essays
 Write and communicate with readers with a minimum comprehensible language
Unit 10 The Listening A.Listening 1. Listening Listening

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Internet Students:

 predict the contents of 1. listening texts dealing 1. Work on Tasks dealing structure/ Select a text for
listening texts using structural with issues related to arrangement of ideas/sequence revising the listening
clues pictures following a listening text skills students learnt in
internet and electronic
2. Carryout a task for identifying the three units
 identify gist of a spoken media form different
important words from listening
language angles (accessible to texts (note taking) (reference and Speaking
mobile recording) textual cohesion)
 identify main ideas from Use mini presentation
3. Complete charts
details 2. listening texts pertaining on student survey to
4. State the implications of the
 identify the implied meaning
to utilization of social listening texts check the interaction
media 2. Speaking level of students
of a listening text
 Give internet related controversial
speaking 3. pictures of internet and topics and guide students use
Reading
electronic media expressions of opinions
 express arguments for/ Prepare a reading text
 Discussing on using internet for
counter with reasons developing own language in which students use
B. Speaking
 Debate: expand or ban social skimming, scanning
 discuss on social issues 1. Expression for opinion: I media and inference skills
think, I believe, I presume,  Discussing on varied social
 present the written project at problems matters attributed to writing
a forum and talk about
etc. consequences of internet and
modern media give a paragraph level
themselves, others and their
Discussion on development 3. Reading writing to check if
practices using opinion students are able to
internet utilisation 1. Pre reading activities
expressions write series of
2. questions on detailed reading
2. issues related to social sentences
reading (taking notes, filling in tables,
media and electronics charts, maps and gaps in
 infer meanings of new words sentences, ticking items,
using contextual clues C. Reading answering questions (open and
true/false), ordering/ranking
 skim to get the general idea 1. Reading comprehension
information ordering/matching
(passages, research outputs pictures, exchanging information,
 transfer specific information

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from reading sources on internet services, matching definitions)

stories, etc.) 3. writing from reading to summarize
 take notes from written texts a text
to write summary 2. Selected vocabulary 4. vocabulary
items in different passages 1. Breaking words into proper parts
Vocabulary development Eg depart—ment—al—ise—ation
D. Vocabulary 2. Teacher write the phrasal verbs
 Use appropriate pre, in and
suffixes and derivative words development and asks students to guess thir
to write the exit writing meanings
project 1. Texts with varied affixes 5. Grammar
 Use various phrasal verbs in which students use for Teacher gives tasks that include
social interaction context practices present
Grammar 6. Writing
2. phrasal verbs: cut off, cut  students are given controversial
 Use past tense and present out, cut up, deal with, do topic in which students give varied
perfect tense in proper opinions in writing
away with, do over, do with,
contexts in oral as well as in  listing points to write the exit
written communications do without, doze off, dress writing project
up  properly punctuate the essay
writing
E. grammar mode of practising the activities
Exit writing project  simple past tense
 past contuse tense individual, in pair, group, plenary activities
 punctuate sentences correctly using language that is comprehensible (if
 present perfect
tense inaccurate, limited or hesitant) and which
 write medium essays of
 present perfect communicates the intended message
description and narration
continuous tense spoken as well as in written form)
 use varied grammar and F. Writing
sentence structures and
cohesive devices with Punctuation marks: all the
learnt ones
comprehensible grammar in
Internet media and social
the written communication
changes for writing exit

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project

Model essays in which

opinions are expressed
politely.

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English Syllabus for

Grade 10

UNIT ONE: POPULATION GROWTH

Learning outcomes: Upon completion of the lesson, students will be able to

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 listen to an expository and descriptive text by a speaker .

 read an expository and descriptive text (factual articles/ newspaper articles) on a topic of concern.
 actively engage with texts to construct and share meaning.

 Construct sentences and complete paragraphs.

 Use a variety of text attack skills (skimming, scanning, intensive reading) and techniques to enhance learning.

 compare and contrast textual information

 discuss and integrate textual information in presentations.

 perform speaking tasks relating to the listening and reading texts(textual information ).
 demonstrate familiarity and comprehension by using basic vocabulary/words from the
texts.
 engage in small talks and conversations
 pronounce English vowel and consonant sounds intelligibly.
 learn punctuation rules.
 correctly punctuate dialogues, and sentences.
 identify different word formation components
 enrich Knowledge of vocabulary.
 learn about phrasal verbs.
 write/speak clearly and accurately using a range of elements of grammar.
 compose paragraphs.

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Competencies Language Items/Content Learning Strategies & Resources Assessment

- I. Listening Learners engage in Pre-listening , While-
 Extract specific information Text listening , and Post listening activities . Speaking
Topic: Population Explosion
 Extract detailed pieces of information. Learners work following the Think-pair- Teacher provides a graph
share mode of delivery. showing changes in Ethiopian
 Distinguish main ideas from supporting
population and students tell their
details Learners respond to the teacher’s question partner how they would complete
in a teacher-led whole-class discussion . the passage the teacher will give
them
Listening and Writing
Task types include taking notes, filling in
tables and answering questions (open- The teacher reads a text on
ended, multiple-choice and true/false). Population Growth/Matters.
Students listen and write down
the main ideas and important facts
They also write up the summary
II. Speaking in their own words using their
 Pronounce vowels in simple words  Pronunciation: -Learners practice the vowel and consonant notes.
 Pronounce long vowels in simple words -Simple and long vowels(all sounds following their teacher(repetition)
 Pronounce diphthongs in simple words -diphthongs
 Pronounce consonants in words - Consonants -Learner listen to audio-recordings on the
 Ask for opinions vowel and consonant sounds of English and
 Respond to questions practice repeating
 Express one’s own opinion and support it  Small talks
with evidence - Difficult vowel and consonant sounds are
 Talk about what’s known on a topic based presented and practiced in minimal pairs
on observation and experience  Question –based
 Reflect/report what’s heard Conversations:
Learners work following the Think-pair-
share mode of delivery.
-Wh-questions
-Is/was/are/were
-Do Learners respond to the teacher’s question
- Will/can in a teacher-led whole-class discussion .
-Has/Have
Learners engage in pair-work activities:

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STUDENT A's QUESTIONS (Does not

show these to Student B.)

1) What comes to mind when you

hear the word ‘population’?
2) How would you describe the
population of your country?
3) How has your country’s population
changed over the years?
4)
5) Is population growth a concern in
your country?
6) What would happen in the world if
there was a population explosion?
7) Is the population of your cities
growing? How is this affecting the
countryside?
8)
9) What do you think rural
populations think about the
pollution and mess cities are
creating?
10) Is you society moving towards an
ageing population? Is this a
problem?

STUDENT B’s QUESTIONS ( Does not

show these to student A)

1) Is there any population control in

your country?
2) What kind of ethnic and immigrant
populations live in your town?
3) Ex World Bank President Robert
McNamara said: “Population growth
is the gravest issue the world faces.
If we do not act, the problem will be
solved by famine, riots, insurrection

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and war.”Do you agree?

4) Do you think a diverse population is
good for your country?
5) What is a population crisis?
6) What factors influence changing
population patterns?
7) Is contraception a good way to
reduce population?
8) What do you think of ‘One child per
family’ policies to curb population
growth?
9) What will your country’s population
look like in 50 years from now?
10) What do you think of the idea of an
international population tax?

 Find main ideas

III. Reading Learners engage in Pre-reading, While-
 Extract important facts Text reading and Post reading activities
Topic : Global and National
 Extract supporting details from the text.
Population Growth Learners work following the Think-pair-
 Compare and contrast textual information share mode of delivery.

 Express their view in relation to textual Learners respond to the teacher’s question
information. in a teacher-led whole-class discussion .

Learners match words with definition

Learners infer meanings of words from

context.
Learners engage in Pre-reading, While-
reading and Post reading activities

Learners work following the Think-pair-

share mode of delivery.

Learners respond to the teacher’s question

in a teacher-led whole-class discussion .

Learners match words with definition

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Learners infer meanings of words from

context.
 Use prefixes selected correctly
 Use select words related to population IV. Vocabulary Learners engage in various vocabulary
 Use select phrasal verbs correctly mastery and consolidation
 Words such as exercises/activities which includes words
population ,population formed through prefixes and phrasal verbs
density, distribution, growth
rate, immigration, emigration, Learners practice working out the various
fertility rate, mortality rate, meanings of words in context
growth rate, infant, carrying
Learners practice spelling and writing
capacity, age structure, push-
sentences of their own using words from the
pull factors etc… reading and listening texts and other related
 Word Formation: Prefixes exercises.

 Phrasal Verbs:
fall behind, fall down, fall for,
fall of ,fall out, fall over, fall
through, feel up to, fight
back ,figure on

 Identify and use degrees of comparison V. Grammar Learners engage in various grammar
 Recognize and use the simple present tense exercises /activities with a balance of form,
 Recognize and use the present perfect tense  degrees of comparison: meaning and use
 Recognize and identify select relative positive/simple, comparative
pronouns and superlative Particular point of grammar presented and
 Use select adverbs of frequency  Tense: simple present and practiced in context
 Use the modal auxiliary should to give a present perfect tense
piece of advice and suggestion.  who, which, what, when, that,
 Use the modal auxiliary ought to to give a whom.
piece of advice and suggestion.  Always, usually, sometimes,
never, rarely
 I think…,I suggest…., should,
ought to

VI. Writing Learners engage in reading and writing

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 Identify nouns - Controlled andGuided-writing activities.

 Identify verbs - Punctuation
 Correctly locate complete sentences. Learners practice controlled- writing on the
 Construct complete sentences i. The period (or full stop) topic: Population Growth
 Use the period(or full stop) correctly Learners practice guided-writing on the
 Use the question mark correctly topic: Population Growth
The period or full stop (.) is
 Use the exclamation mark correctly used for ending a declarative
Peer correction and reviewing of a piece of
statement, believed to be complete. It is
 write a controlled paragraph based on writing(paragraph)
also used following abbreviations.
answers for questions and key words from a - Learners engage in practice exercises for
reading text. the rules of punctuation: adding the
 write guided paragraph consisting of a missing punctuation, underlining on the
topic sentence supporting details and ii. Question mark, and correct punctuation marks where they are
conclusion. needed

We use a question mark -Learners identify nouns and verbs, detect

whenever we ask questions. the subject and predicate of a sentence.
-Learners create their ow complete
sentences.
iii. Exclamation mark.

We use an exclamation
point or exclamation mark (!)
when we wish to express sudden joy,
disgust or despair, or for generally
emphasizing something.
Within dialogue, To underscore a
point:
- Mechanics:
i.Nouns,
ii.verbs and
iii.the complete sentence

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UNIT TWO: TRAVEL BEHAVIOR

Learning outcomes: Upon completion of this lesson, students will be able to

 listen to an expository and descriptive text by a speaker .

 read an expository and descriptive text (factual articles/ newspaper articles) .
 demonstrate information reading or expository reading.
 discuss on responsible driving and cautious walking in roads /streets.
 pronounce English vowel and consonant sounds intelligibly.
 talk about familiar topics/issues
 locate unfamiliar words in a text and determine their meaning using a variety of strategies(e.g. prior knowledge, context
clues, group discussion, Dictionary )
 learn punctuation rules.
 correctly punctuate dialogues, and sentences.
 identify different word formation components
 enrich Knowledge of vocabulary.
 learn about phrasal verbs.
 write/speak clearly and accurately using a range of elements of grammar.

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 write a paragraph
 produce a summary of textual information.
 describe visual information

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Competencies Language Items/Content Learning Strategies & Resources Assessment

 Identify main ideas I. Listening Learners engage in Pre-listening , While-listening ,

and Post listening activities . Reading
 Identify important facts . Text
Topic: Travelling and Learners work following the Think-pair-share mode of Teacher distributes two passages
 Get the gist of a talk
Places delivery. among the students. The students
make points of the main points.
Learners respond to the teacher’s question in a The passages are accompanied by
teacher-led whole-class discussion . an informational graphic. After
reading each passage or pair, they
choose the best answer to each
 Pronounce select vowels in simple question based on what is stated
words II. Speaking -Learners practice the vowel and consonant sounds or implied in the passage or
 Pronounce select long vowels in following their teacher(repetition) passage and in any
simple words  Pronunciation: accompanying graphics (such as
 Pronounce select diphthongs in -Simple and long vowels -Learner listen to audio-recordings on the vowel and table or graph)
simple words :/ i/,/i:/ consonant sounds of English and practice repeating
 Pronounce select consonants in -diphthongs: / ei/,/ai/ Vocabulary
words - Consonants: /p/,/f/ - Difficult vowel and consonant sounds are presented
 Describe traffic rules using and practiced in minimal pairs Teacher randomly says out words
appropriate language /θ/, / / from the reading texts .The
 Give short instructions on traveling /s/, /z/ students construct a sentence
behavior Learners work following the Think-pair-share mode of using the words.
delivery.
 Write advice leaflets/ fliers for Speaking
travelers using appropriate Learners practice using modal auxiliaries to give
language. advice, warn in a Think-Pair-Share mode of delivery Students work together in a group
to survey on the following topic
 Advice and warn on dangers of Learners are given texts(posters/charts) on Traffic and write down the results of
neglecting traffic rules using - Imperatives rules and regulations that they can talk about after their survey.
appropriate modal verbs. - Giving advice & warnings reading :
-Describing: a traffic rule or law Prompt -traveling behavior of their
- Ought to, should, must/mustn’t - Observing and following traffic signs classmates in a road; acceptable
- Maintaining the speed limit and unacceptable.
- Reckless driving -Which traffic rules are
- Speeding broken?
-Hit and Run The teacher will ask each

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- Accidents and accident report member of the group to give a

- Running a red light/Stop sign short presentation of the topic.
Students are asked to describe traffic rules or laws
they know about (From the posters/ charts & their Road Safety Speech
experience); - Preventing road accidents
Describe a rule: What the rule is, why it is needed, - Minimizing accident or injury
How the rules be enforced Seriousness
They say: - Protect people
- What it is - Fines
- how they know about it
-whether they follow this rule/law
-and explain why this rue is important

- Learners are provided with exercises on the modal

auxiliaries in context

Learners engage in Pre-reading, While-reading and

III. Reading Post reading activities
 Identify main ideas Text
Topic: Travel Behavior Learners work following the Think-pair-share mode of
 Discover important facts from the
delivery.
text.

 Follow instructions. Learners respond to the teacher’s question in a

teacher-led whole-class discussion .
 infer meanings of new words using
contextual clues and/or background Learners match words with definition
knowledge
Learners infer meanings of words from context.
Learners consult dictionary to learn word meanings,
and spelling.

IV. Vocabulary
Learners match words with definition
 Use suffices selected correctly Words such as :
 Use select words related to traveling - allow/ not allow, prohibit, forbid Learners infer meanings of words from context.
- traveler/travel, journey, road Learners consult dictionary to learn word meanings,

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and related behavior users, vehicle, road traffic crash, and spelling.
 Use select phrasal verbs correctly mobility, leisure, pedestrian,
safe/unsafe driving/walking or Learners practice spelling and writing sentences of
crossing, traffic rules, traffic their own using words from the reading and listening
accident etc..; obey traffic rules texts and other related exercises.
-heavy traffic(a lot of traffic), light
traffic( not much traffic),road
rage( anger while driving),stuck in Learners engage in various vocabulary mastery and
traffic, traffic is picking up(traffic is consolidation exercises/activities which include words
increasing) formed through suffixes and phrasal verbs

- Word Formation: Suffixes

- Phrasal Verbs: fill in, fill out ,fill

up, find out ,fix up, flip out, float
around, follow up, fool around,
freak out

V. Grammar
 Recognize and use the simple Learners engage in various grammar exercises
present tense Tense: Simple past /activities with a balance of form, meaning and use
Modal auxiliaries:
 Identify and use the modal auxiliary ought to, should, must, Particular point of grammar presented and practiced
should have to, need to, can, will in context
 Identify and use the modal
auxiliary ought to

 Identify and use the modal

auxiliary must.
 Identify and use the modal auxiliary
can
 Identify and use the modal auxiliary
will

 Identify simple sentences IV. Writing

 Identify compound sentences Learners engage in reading and writing activities.
- Mechanics:

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 Identify complex sentences. Types of sentences (Simple, Learners practice guided-writing on the topic :Safe
 Use the comma correctly compound and Complex Travelling.
 Use the semi-colon correctly sentences)
 Use the colon correctly Peer correction and reviewing of a piece of writing
- Punctuation
 write a e guided - paragraph on i. Comma Guided writing Activity
related given topic.
 Write summary of a text. The comma helps us to Descriptive writing Activity
 Describe a picture .
separate ideas, phrases, or
Students are given a short passage entitled Safety
elements within a sentence. when travelling.
It is also used for expressing
Then they write a summary
numbers, dates, and in other
cases, such as letter writing
Describe a picture: students are provided with a
following salutations.
visual/a picture of a driver, car and pedestrian.
Direct address, Separation of two
complete sentences ,Listing They describe and interpret/analyze the picture
elements within sentences

ii.Semi-colon

We use the semicolon for

connecting independent clauses. It
helps to show a closer relationship
between the clauses than a period
would show.

iii. Colon

We use a colon (:) for three primary

uses. In the first case, we use it
before a quote, something in
greater, to cite an example, or laying
down a series of some elements,
possibly related.

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The second way we use a colon is to

link two independent clauses,
wherein the second clause helps to
clarify the first clause. This is
similar to what a semicolon does.
The third way that we use a colon is
for emphasizing a subject:
Only use colons for standalone
sentences
- Guided writing (Writing topics
such as…given)
-Writing a summary
Passage given: Safety When
travelling)
-Describing a picture

UNIT THREE: PUNCTUALITY

Learning outcomes: Upon completion of this lesson,, students will be able to

 listen to an expository and descriptive text by a speaker .

 read an expository and descriptive/narrative text .
 actively engage with texts to construct and share meaning.

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 discuss and interpret textual information.

 pronounce English vowel and consonant sounds intelligibly.
 engage in conversations
 learn punctuation rules.
 correctly punctuate dialogues, and sentences.
 identify different word formation components
 enrich Knowledge of vocabulary from texts and explicit teaching of select words.
 learn about phrasal verbs.
 write/speak clearly and accurately using a range of elements of grammar.
 compose narrative and descriptive paragraphs.

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Competencies Language Items/Content Learning Strategies & Resources Assessment

 Identify main ideas, and important facts I. Listening Learners engage in Pre-listening , While- Reading and speaking
listening , and Post listening activities .
 Distinguish supporting details from texts. Text The teacher gives out a narrative
Topic: Punctual Student Students listen to a short text about text to read. The students,
 Connect what is heard to personal lives
Punctuality and answer questions(Open and answer the questions provided .
and experiences. close-ended questions) Next, the students re-tell the
- Listening –Guess the answers. Listen to story in their own words with
Check the events in the correct order.
-Listen and fill in the gaps.
- Comprehension questions Writing

Learners work following the Think-pair- Teacher gives out a picture story
share mode of delivery. to study. The students study the
pictures and write pieces of
Learners respond to the teacher’s question in advice and instructions.
a teacher-led whole-class discussion .

II. Speaking
 Pronounce select vowels in simple words -Learners practice the vowel and consonant
 Pronounce select diphthongs in simple  Pronunciation: sounds following their teacher(repetition)
words -Simple and long vowels
 Pronounce select consonants in words : /æ/,/ /ʌ/, /, /ə/ -Learner listen to audio-recordings on the
 Ask for opinion -diphthongs: / oi/,/au/ as in vowel and consonant sounds of English and
 Express personal opinion/thoughts boy,now) practice repeating
 Express personal beliefs and thoughts - Consonants: / ts/, /s/
 Reflect shared views and differences (as in church ,she
- Difficult vowel and consonant sounds are
presented and practiced in minimal pairs

Expressing About Thoughts And

Beliefs Learners work following the Think-pair-
- use the verbs Believe, Think, to share mode of delivery.
express opinions and personal beliefs
- I think….;I don’t think….
-I believe….; I don’t believe in….
-I know….; I don’t know…
( Believe: something true, correct or

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real, a fact. -Students walk around the class and talk to

Think: to have an opinion or idea. other students about class punctuality.
Know : to have information on your Change partners often and share their
mind.) findings.
Asking about opinion using open-ended - Role play Activities: Being Punctual:
questions in English: Students A strongly believe being punctual
- What is your opinion about…? is very important.
- Do you think that….? Students B strongly believe it isn’t. They
- What is your view.. ? give reasons.
Giving your opinion neutrally in English Students tell a mini-story (About themselves
- I think that…. or somebody else)
- I feel that…
- In my opinion…
- In my view…
- As I see it…
Giving a strong opinion in English
-I’m sure that…
- I strongly believe…
- I definitely think…
Expressing beliefs in English
-I ‘m a great believer in
(punctuality ,hard work)
- I strongly believe that….
- I/m a huge believer in …
 so and neither

 Identify main ideas III. Reading Learners engage in Pre-reading, While-

Text reading and Post reading activities
 Extract important facts Topic: Punctuality
Learners work following the Think-pair-
 Find supporting details from the text
share mode of delivery.
 infer meanings of new words using
contextual clues and/or background Learners respond to the teacher’s question in
knowledge a teacher-led whole-class discussion .

Learners engage in vocabulary exercises e.g

. -Matching & True//False items

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Learners infer meanings of words from

context.
IV. Vocabulary
Learners match words with definition
 Use select words formed through Words such as :
conversion correctly - sharp, on time, unpunctual Learners infer meanings of words from
 Use select words related to punctuality /unpunctuality, punctual/punctuality context.
/time consciousness - punctual, time , value, persevere, Learners consult dictionary to learn word
appointed time…; success, discipline, meanings, and synonyms
 Use select phrasal verbs correctly
destination, hard work
synonyms: promptitude, promptness, Learners practice spelling and writing
timeliness, readiness, willingness, sentences of their own using words from the
earliness, aptness reading and listening texts and other related
-Word Formation: Conversion exercises.
- Noun to Verb
- Verb to Noun
- Adjective to verb
-Adjective to noun

- Phrasal Verbs: get ahead, get along, get

around to, get away, get back, get back
at ,get back to, get behind, get by, get
down

V. Grammar
 Recognize and use the simple present tense Learners engage in various grammar
to describe habits. Adverbs of time : common single- exercises /activities with a balance of form,
word time adverbs meaning and use
 Identify and use the prepositions selected
correctly -points of time (definite): Now, Particular point of grammar presented and
 Identify and use adverbs of time . then ,today, tomorrow, tonight, practiced in context
yesterday
 Identify and use adverbs of manner .
 Identify and use the modal auxiliary can -frequency (definite): annually, daily,
 Identify and use the modal auxiliary will fortnightly, hourly, monthly, nightly,
quarterly, weekly,, yearly

-frequency (indefinite): always, ever,

constantly, frequently, generally,

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infrequently, never, normally,

occasionally, often,
rarely ,regularly ,seldom, ,sometimes,
regularly, usually

-relationships in time (indefinite):

already, before, early, earlier, eventually
,finally, first, formerly, just, last, late,
later, lately, next ,previously, recently,
since, soon, still, yet

Adverbs of manner: well, quickly,

softly, beautifully, greedily,
happily ,patiently, hard, carefully, early

Tense :The simple present tense

(describing habits,…)
Prepositions: on, in, before, after,
behind , ahead

VI. Writing
 Identify and use brackets correctly - Learners practice controlled –writing on an
 Identify and use braces correctly - Punctuation aspect of punctuality
 Identify and use parentheses correctly i. Brackets, ( [ ] ) -Learners practice guided-writing on an
Distinguish phrases aspect of punctuality
We use for brackets for explaining
Distinguish clauses Teacher conducts Guided writing practice.
technical matters, but even without
 Compose controlled narrative paragraph. Students are asked to answer questions on
their inclusion, your sentence alone
 Compose controlled descriptive paragraph Punctuality:
will make sense.
 Write guided narrative paragraph . - What is punctuality? What is the best
 Write guided descriptive paragraph. motto? What is easy? What should we do?
ii. Braces ({ } )
What advantage does punctuality have?
We use braces for carrying two or more How does punctuality help a man? How does
lines of text or listed items that are punctuality save a lot of time?
considered as a unit. Then, students work in pairs/threes to
compare their sentence-level answer.
They may not be used, but tend to be
They finally develop a paragraph based on
used in computer programming

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descriptive text because they their answers..

demonstrated what should be carried Peer correction and reviewing of a piece of
within the same lines. writing
Braces are also seen quite a bit of
Learners engage in reading and writing
mathematical statements.
activities.
iii. Parentheses ( ( ) )
Learners compose narrative and descriptive
We use Parentheses to include further
paragraphs on a punctual person they know
detail or qualifying remarks.
following teacher’s input/explanation or
The repetition in parentheses can be held model example.
in place by commas too. In many cases,
the meaning would not change.
- Mechanics
Phrases and clauses

Paragraph on Punctuality
Controlled andGuided writing:

- narrative paragraph
- descriptive paragraph

UNIT FOUR: TOURIST ATTRACTIONS

Learning outcomes: Upon completion of this lesson, students will be able to

 listen to an expository and descriptive text by a speaker .

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 read an expository and descriptive text (factual articles/ magazine articles) .

 use a variety of text-attack skills (Skimming , Scanning and Intensive reading) and techniques to enhance learning.
 demonstrate information reading or expository reading
 describe and discuss location of tourist sites in Ethiopia..
 pronounce English vowel and consonant sounds intelligibly.
 engage in talks to express opinions.
 learn punctuation rules.
 correctly punctuate dialogues, and sentences.
 identify different word formation components
 enrich Knowledge of vocabulary related to tourist attractions and business .
 learn about phrasal verbs.
 write/speak clearly and accurately using a range of elements of grammar.
 compose reports and itinerary.

ompetencies Language Items/Content Learning Strategies & Resources Assessment

 Extract specific information Learners engage in Pre-listening , While-
I. Listening listening , and Post listening activities . Listening , Writing and
 Extract detailed piece of information from Text Speaking
a text. Topic: Tourist Information Students listen to a short text about Tourist
Sites in Ethiopia and answer Teacher asks the students some
 Connect what is heard to personal lives questions(Open and close-ended questions) questions on places of tourist
and experiences. - Listening –Guess the answers. Listen to attractions in Ethiopia. The
Check teacher describes one place of

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-Listen and fill in the gaps. tourist attraction. The students

- Comprehension questions listen to the teacher and write
down their answers in their
Learners work following the Think-pair- exercise book. They later tell their
share mode of delivery. answer to the teacher(voluntary
and random nomination of
Learners respond to the teacher’s question responses)
in a teacher-led whole-class discussion .
Reading
Learners engage in listening and speaking
activities ( integrated). Identify two passages that can
each be used for practicing both
skimming and scanning skills.

II. Speaking
 Pronounce select vowels in simple words
 Pronounce select diphthongs in simple  Pronunciation: -Learners practice the vowel and consonant
words -Simple and long vowels sounds following their teacher(repetition)
 Pronounce select consonants in words : /i/,/ /i:/, /, / /
 Ask for opinions -diphthongs: / ei/,/ai/ as in ) -Learner listen to audio-recordings on the
 State opinions with support - Consonants: / /θ/, / / vowel and consonant sounds of English and
 Express disagreement appropriately with (as in think , these) practice repeating
support
 Express agreement appropriately with /s/, /z/, /b/, /m/ - Difficult vowel and consonant sounds are
support presented and practiced in minimal pairs

Learners work following the Think-pair-

share mode of delivery.

Expressing opinion: Agreement &

disagreement
Stating opinions: I think…,I believe…,I
feel…,In my opinion … and I would The 3 P model (Presentation, Practice,
say…; Production) of oral practice is employed

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Formal phrases :From my point of -Useful expressions of opinion, agreement

view…,From my perspective…, and disagreement are presented, and
practiced
In my view… or, It seems to me that…
Asking for opinions: What do you think -A balance of accuracy and fluency focused
of…?,What are your thoughts on…?,How activities
do you feel about…? And What’s your
opinion on…?, Learners work following the Think-pair-
share mode of delivery.

Expressing agreement: Activity :Reaching Consensus

Expressing disagreement: - Teacher asks the students to write out a list

of ten items they need to keep in their
Agreeing & disagreeing: So do I., Me travelling bag for a trip to The Semien
too., Definitely., I agree. Or I couldn’t National Park/Bale Sof Omar
agree more. cave( Individual work).
- Students work in pairs to discus ten items
deemed necessary for the trip. The pairs
then join another pair to form a group of
four or five and negotiate ten best items
worth carrying in their travelling bags.

Learners engage in Pre-reading, While-

III. Reading reading and Post reading activities
 Extract specific information from the text Text: - Pre-reading: discussing the pros and
Topic: Tourism cons of Tourism
 Extract detailed piece of information from
the text. Learners work following the Think-pair-
 Discover main ideas share mode of delivery.

 Identify the general idea Learners respond to the teacher’s question

in a teacher-led whole-class discussion .
 infer the meanings of unknown words
exploiting contextual clues and/or - Learners are asked to identify the writer’s
background knowledge tone and style

Learners match words with definition

Learners infer meanings of words from

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context. .

IV. Vocabulary
Learners match words with definition
 Use select words related to tourism and
-Words such as : ticket, tourist, tour, Learners infer meanings of words from
attractions correctly
itinerary, guidebook, mosque, church, context.
 Use select words formed through
waterfall,, sightseeing, currency, Learners consult dictionary to learn word
compounding ( Noun-noun, adjective- reception, tour guide, depart, resort, meanings and spelling
noun, verb-noun, verb-particle) travel,/mode of travel, accommodation,
correctly heritage, package tour, booking, Learners practice spelling and writing
 Use select phrasal verbs correctly attractions, entertainment, custom, sentences of their own using words from the
scenery, surroundings, arrive, scenery reading and listening texts and other related
exercises.
 Word Formation: Compounds
- Noun- noun compounds
- Adjective-noun compounds
-Verb- noun compounds
-Verb-particles
 Phrasal Verbs: get in,get off,get
off on, get on, get out, get out
on, get over, get over with, get
through, get to

 Recognize and use the simple future

tense V. Grammar -Contextualized grammar tasks( a balance
 Recognize and use future intentions- Tense: Simple future tense of form ,meaning and use)
going to + verb
 Recognize and use present continuous-to Future Intentions: Be going to +
express planning/thinking of … verb,Present Continuous( I’m visiting),Be
 Recognize and identify indefinite planning to / Be thinking of,
pronouns

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 Identify and use degrees of comparison

Indefinite pronouns: anybody,
everybody, nobody, somebody, anyone,
everyone, no one, someone, anything,
everything, nothing, something

Forming Degrees of Comparison:

positive, comparative and superlative
degrees of comparison

So......That, Such......That....... :

Question words: Who ? Why?

 Identify and use apostrophe correctly IV. Writing Learners engage in reading and writing
 Identify and use quotation marks activities.
correctly -Report writing
 Identify and use ellipsis correctly Learners practice writing a report on a
Identify and use pronouns in sentences -How to write an Itinerary visited place
Identify and use adjectives in sentences
Identify and use adverbs in sentences - Punctuation Learners practice writing on a planned
 Write a report i. Apostrophe ( ‘ ) route or Journey
Write a planned route or journey We often use an apostrophe to indicate:
Peer correction and reviewing of a piece of
. writing
1. When we’re omitting a letter or letters
2. Possessive cases
3. The plurals of lowercase letters
ii. Quotation Marks (” “) and (‘ ‘)
We use quotations marks to indicate the
exact words someone has used.
They might also be used for indicating

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meanings and unusual or dubious

verbiage.
We use Single quotation marks (”) most
frequently for quotes within quotes.

iii. Ellipsis (. . .) or (***)

We usually use an ellipsis with three

periods (. . .) while occasionally you will
see them used with three asterisks (***).
We use an ellipsis to indicate when we’re
omitting something, such as letters or
words.
When they are used, … they indicate a
jump from one phrase to another,
avoiding the mention of unnecessary
verbiage.
Omitted words that are understood to be
continuing to its logical conclusion:
A quoted statement with unnecessary
words omitted
- Mechanics
Pronouns, adjectives and adverbs in
sentences

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UNIT FIVE:HONEY PROCESSING

R Learning outcomes: Upon completion of the lesson, students will be able to

 listen to an expository and descriptive text by a speaker .

 read an expository and descriptive text (factual articles/ newspaper articles) on processing honey.
 demonstrate information reading or expository reading
 actively engage with texts to construct and share meaning.
 instruct and describe a production process in English
 pronounce English vowel and consonant sounds intelligibly.
 orally describe a production process.
 learn punctuation rules.
 correctly punctuate dialogues, and sentences.
 identify different word formation components
 enrich Knowledge of vocabulary from texts and dictionary use.
 learn about phrasal verbs.
 write/speak clearly and accurately using a range of elements of grammar.
 reproduce orally presented sentences.

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Competencies Language Items/Content Learning Strategies & Resources Assessment

 Identify specific information .
 Identify detailed information . I. Listening Learners engage in Pre-listening , While- Writing and Speaking
 Retell what is heard. Text listening , and Post listening activities .
Topic: Honey Processing Teacher provides students
Students listen to a short text about (poster/visual) a number
Honey Processing and answer of pictures showing the
questions(Open and close-ended honey bee ,hives and
questions) honey. The students are asked
- Listening –Guess the answers. Listen to describe the process of honey
to Check production as accurately as
-Listen and fill in the gaps. possible using appropriate words
- Comprehension questions(Multiple – and tense.
choice questions)
Reading
Learners work following the Think-pair-
share mode of delivery. Teacher distributes a text on
Honey. The students read the
Learners respond to the teacher’s text and answer the questions
question in a teacher-led whole-class provided.
discussion .

Learners engage in listening and speaking

activities ( integrated).

 Pronounce select vowels in simple

words II. Speaking -Learners practice the vowel and
 Pronounce select diphthongs in consonant sounds following their
simple words  Pronunciation: teacher(repetition)
 Pronounce select consonants in -Simple and long vowels
words : /æ/,/ /i:/, //ʌ/, /ə/ -Learner listen to audio-recordings on the
 Use simple sentences to instruct -diphthongs: / oi/,/ui/ as in boy, vowel and consonant sounds of English
and describe a process of making now ) and practice repeating
something. - Consonants: /b/, / p /, /t / , /k/,/g/
(as in ) - Difficult vowel and consonant sounds
 Give instructions appropriately are presented and practiced in minimal
 Describe a process accurately. pairs
 Use make and do to describe the
how to do steps
 explain how to make/prepare

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drinks/food item Learners work following the Think-pair-

-Giving Instruction share mode of delivery.

-How to describe a process: Learners engage in listening and speaking

activities.(integrated)
-First..(Second,…Third…)
- Having ( action 1),the next step is ( action -Learners imagine that they are a honey
2) bee .Explain how they make honey.
- Next,… Then,…. Finally -Students complete flow chart on the
We can also say: honey-making process (Skills–integrated:
-The first step is … listening, writing, speaking)
-The first step to do is…
-Don’t forget… -Distribute the image packet Honey
-It’s important to .. Through History and have students put
them in order from earliest to latest
using deductive reasoning.
-make and do They then discuss, explain and consider
whether their orders are correct.

Learners use example given by the

teacher
( Animal similies) to describe their life or
experience e.g :as sweet as a honey

-Learners sequence actions of production

in order.
-Learners ask and answer questions about
key details in a process of producing
honey.

 Identify phases of producing III. Reading

/processing in a text Text -Learners read an article/a text on Making
Topic:Making Honey Honey
 Take-notes on steps of a process
Learners engage in Pre-reading, While-

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 Extract specific information from reading and Post reading activities

the text - Brainstorm: learners are asked to think
about and then raise their hand to
 Extract detailed piece of volunteer, all the uses of honey they can
information from the text. think of
-List their knowledge of the use of
 consult the meanings of unknown honey
words from a dictionary on the board or a piece of chart paper.
 Infer meanings of unfamiliar
words from contextual clues Learners work individually and in pairs ;
and/or background knowledge they read the article/text on making
honey and complete inferential questions.

Learners engage in listening and speaking

activities ( integrated).

Learners work following the Think-pair-

share mode of delivery.

Learners respond to the teacher’s

question in a teacher-led whole-class
discussion .

Learners match words with definition

Learners infer meanings of words from

context.

 Use select words related to honey IV. Vocabulary Learners match words with definition
and its production correctly Words: bee bread, candy, comb, drone,
 Recognize and construct sentences nectar, hive, honey, honey-comb, honey Learners infer meanings of words from
using the word honey bee/bee, grading, packaging, processing, bee- context.
 Use select words formed through keeper/bee keeping, honey-basket, honey- Learners consult dictionary to learn word
man, honey extractor, packaged –honey, meanings and spelling
blending and clipping correctly
honey-making, cut-comb honey, pour, sweet,
 Use select phrasal verbs correctly
taste, fill, strained –honey, honey-yellow, Learners practice spelling and writing
honey plant/honey flower sentences of their own using these
words ...
-Honey sentences:
e.g. Honey, Do you want some coffee?

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The district is noted for its honey and

fruit…..

- Word Formation: Blending and

Clipping

- Phrasal Verbs: get together, get up, give

away, give in,give out,give up, go about,go
after, go ahead, go along with
 Recognize and use the present
simple tense in its active and V. Grammar -Contextualized grammar tasks( a balance
passive form. of form ,meaning and use)
- Transition words: Next,
 Recognize and use select
transition words correctly First ,Finally ,Then, After Learners construct sentences of their own
 Identify and use degrees of using the word honey (Diverse uses of the
- make and do word honey)
comparison
-Tense :The present simple tense
( active and passive)
- Comparison : simple /first degree :
as + adjective + as…
Comparative degree of comparison
Superlative Degree of Comparison

VI. Writing
 Identify and use the period( or Dictation-How Do Bees Make - Teacher explains transition words and
full stop) correctly in sentences Honey asks the class to develop a list of
Spot subject-verb agreement faults in - Punctuation examples from the text/article
sentences. The period( or full stop)
Create sentences in agreement with the - Mechanics Learners engage in reading and writing
number and person of subjects. Subject-verb agreement: various rules activities.
Able to write down sentences read
aloud Teacher conducts a dictation lesson.He/
She reads a text on The production of
honey…as a multi-step process ...

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The learners exchange their exercise

books
and complete a peer check of
inferences….

Peer correction and reviewing of a piece

of writing

-Learners imagine that they are a honey

bee .Explain how they make honey.
-Students complete flow chart on the
honey-making process ( Skills –
integrated: listening, writing, speaking)

-Chained writing exercise:

Some randomly selected students write
a topic sentence that gives an overview
of the honey-making
process then the pass over their sentence
to other students who in turn write details
of the topic sentence of a paragraph
.Finally, they pass their piece to other
students who will write a conclusion to
the paragraph.
- Learners complete a flow chart on the
honey-making process.
-Resource: Honey Recipe and Honey
Through History

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UNIT SIX:MIGRATION
Learning outcomes: Upon completion of this lesson, students will be able to

 listen to an expository and descriptive/narrative text (radio /television news) by a speaker .

 read an expository and descriptive text (factual articles/ newspaper articles) on migration
 demonstrate accuracy and fluency in written and spoken English
 demonstrate information reading or expository reading
 practice speaking skills, in the context of discussing migration.
 describe and interpret information derived from graphs .
 pronounce English vowel and consonant sounds intelligibly.
 orally describe a production process.
 learn punctuation rules.
 correctly punctuate dialogues, and sentences.
 identify different word formation components
 enrich Knowledge of vocabulary on the topic human migration.
 learn about phrasal verbs.
 write/speak clearly and accurately using a range of elements of grammar.

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Competencies Language Items/Content Learning Strategies and Resources Assessment

I. Listening
Learners engage in Pre-listening , While-listening ,
 Extract specific piece of Text and Post listening activities . Probing Questions: Teache
information check’s learners’ comprehen
Topic: Ethiopians Abused on Gulf .He/ She makes sure that the
-Learners listen to Human Rights Watch report
 Extract detailed piece of learners tell the difference
Migration Route read by the teacher and answer questions(Open and
information between emigrants, immigra
close-ended questions)
 Distinguish main ideas and refugees.
- Comprehension questions
 Relate what is known to personal Reading:
observations and experiences -Teacher discuss real- life examples.
Teacher gives students a
Learners work following the Think-pair-share mode text( newspaper/magazine
of delivery. article) Students read it and
respond to questions. :ident
Teacher allows students to listen to news main ideas& important facts
report ,such as the BBC and write a summary after indicate cause and effect.
giving them model examples.
Listening, Speaking and
Learners respond to the teacher’s question in a Writing:
teacher-led whole-class discussion .
The teacher asks the student
Learners engage in listening and speaking activities issues of migration .Student
( integrated). listen and write out answers
They later give oral respon
Teacher gives real scenarios and ask what would too.
happen. Students determine the cause and effect.
Teacher continues asking similar questions, using
the frame If (the cause) and What (effect)

II. Speaking

 Pronounce select vowels in simple  Pronunciation: -Learners practice the vowel and consonant sounds
words following their teacher(repetition)

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 Pronounce select diphthongs in -Simple and long vowels

simple words : /æ/,/ /ɜ:/,/ə/ , / j/ -Learner listen to audio-recordings on the vowel
 Pronounce select consonants in -diphthongs: / ei/,/ai/ as in and consonant sounds of English and practice
words. day, bye ) repeating
- Consonants: /n/, / n /,
/t / , /k/,/g/ ,/l/,/m/ - Difficult vowel and consonant sounds are
 Express cause and effect presented and practiced in minimal pairs
appropriately (as in )

Learners work following the Think-pair-share mode

Talking about cause and effect of delivery.

 Cause and effect: because,

since, since, as, owing to,
due to ,therefore, so…
 Other way to express cause
and effect:
- The cause of --------- is Learners engage in speaking activities :they
………… interpret and analyze pictures of migration
- …………… is caused
Teacher uses speaking prompts (Picture based
by/is due to……
speaking activity)
- Thanks to
………………… He/ She uses pictures/visuals asks students to tell
cause and effect.
 As a consequence
 As a result -Also, teacher provides the students with an effect,
 Therefore they must provide the cause or vice versa.
 So
 That’s why
 Consequently
III. Reading -Learners read an article/a text on Migration in
Ethiopia
 Extract specific piece of Text: Learners engage in Pre-reading, While-reading and
information from the text Post reading activities
Topic :Migration in Ethiopia
 Extract detailed piece of Learners engage in listening and speaking activities
information from the text. ( integrated).

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 Interpret tabular/graphic data

Learners work following the Think-pair-share mode
 Make notes of points of delivery.
 Consult the meanings of
Learners respond to the teacher’s question in a
unknown words from a teacher-led whole-class discussion .
dictionary
Learners match words with definition
 Infer meanings of unfamiliar
words from contextual clues
Learners infer meanings of words from context.
and/or background knowledge

IV. Vocabulary - vocabulary building tasks; consolidation activities

 Use select words related to Words:immigration,migration,migra - Vocabulary tasks/Activity:

migration correctly nt,migrate,immigrant,immigrate,refu
 Use select words formed through gee,crossing borders, mobility,
several elements of compounding asylum, repatriation, temporary
 Use select phrasal verbs correctly residency, emigration, journey,
caravan,

-Word Formation: Compounding

1.without a connecting element

2. With a vowel or consonant as

a linking element

3.With a preposition or

conjunction as a linking element

- Phrasal Verbs: go around, go

away, go back, go back on, go
beyond,go by, go down, go for, go in,

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go in for

V. Grammar -contextualized grammar activities and exercises

 Recognize and use the present ( balanced form, meaning and use)
perfect tense correctly. Tense: present perfect, simple past,
 Recognize and use the simple past and past perfect
tense correctly.
 Recognize and use the past perfect Prepositions of time: at, in, of
tense correctly. Prepositions of place and direction:
 Identify and use the prepositions of
at, behind, below , beside, after,
time selected correctly
around, between, by, from, down,,
 Identify and use the prepositions of
place and direction correctly inside, near, into, next to, outside,
 Identify and use adverb clauses of towards
cause or reason . Adverb clauses of cause or reason
 Identify and use adverb clauses and purpose:
of cause or reason .
 Identify and use adverb clauses of Because…,As…,Since…,Seeing(that
cause or reason . )…,As long as …,While..,
 Identify and use adverb clauses of
purpose.. so that…;in order that..; and lest…
 Identify and use adverb clauses of
purpose.. Adverb Clauses of result : that ..,so
 Recognize and use verbs in their + adjective+ that.., and such +
active and passive voice. adjective+ that

Verbs: active and passive voice

VI. Writing Learners read ,describe and interpret graphs

 Identify and use the question -Summary writing Learners are provided with a graph on migration
mark correctly and …use descriptive vocabulary they are exposed
Correctly spell words Interpreting Graphs: to
Tell essential spelling rules. -useful graph vocabulary –
Detect/Edit misspelled words. increase, rise, grow, climb; decrease, -Students fill –in- the blank with cause/Effect words
drop, fall, decline; fluctuate, stable;
Describe graphic information/data
gently, gradually ,slightly, steadily;
suddenly, sharply, dramatically

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Interpret graphic information /data -Graph analysis and evaluation-

Write a summary of textual / useful graph language-
e.g. The graph from (source) shows /
graphic information. illustrates ( title)…
The Y axis (vertical) is… and
 Make notes from texts. the X axis (horizontal) is…
- Punctuation
Question Mark
- Mechanics
Spelling rules: Most important
spelling rules
- i before e, except after c unless
it sounds like a
- adding suffixes towards that end
in y
- The silent e
- Double consonants
- Plural suffixes

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UNIT SEVEN: BRANDING A COUNTRY AND NATIONAL IDENTITY

Learning outcomes: At the end of this lesson, students will be able to:

 listen to an expository and descriptive text by a speaker .

 read an expository and descriptive text (factual articles).
 construct an understanding of texts by assembling and making sense of words in context.
 demonstrate information reading or expository reading.
 use a variety of text-attack –skills (skimming, scanning ,intensive reading)
 pronounce English vowel and consonant sounds intelligibly.
 orally describe a production process.
 learn punctuation rules.
 correctly punctuate dialogues, and sentences.
 identify different word formation components
 enrich Knowledge of vocabulary from. texts and dictionary work
 learn about phrasal verbs.
 write/speak clearly and accurately using a range of elements of grammar.

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 Compose paragraphs ,prepare written presentations and personal writings.

Competencies Language Items/Content Learning Strategies and Resources Assessment

I. Listening Learners engage in Pre-listening , While-listening , and
Post listening activities .
 Find the main idea, Text : Writing :

 Find important facts Learners listen to a text on Country Brand: Image and -Learners are asked to respond to que
Topic: Country Brand : Image
Reputation and answer questions(Open and close-ended
and Reputation such as What does it mean to be Ethio
 Find supporting details questions)
- Comprehension questions Does your reading influence you how
 Extract specific pieces of
think about individual and national id
information from the listening Learners work following the Think-pair-share mode of
delivery. in a reflective journal or written home
text.
response.
 Tell on what is heard/listened Learners respond to the teacher’s question in a teacher-
led whole-class discussion .

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to Writing and Speaking:

Learners engage in listening and speaking activities
Teacher asks students to write phrase
( integrated).
short sentences about
- foreigners’ good images of Ethiop
- foreigners bad images of Ethiopia.
II. Speaking
Then the teacher randomly nominate
 Pronounce select vowels in -Learners practice the vowel and consonant sounds
simple words following their teacher(repetition) students to orally present/report their
 Pronounce select diphthongs in  Pronunciation: answers.
simple words -Simple and long -Learner listen to audio-recordings on the vowel and
 Pronounce select consonants in vowels consonant sounds of English and practice repeating Listening
words. : /æ/,/ /ɜ:/,/ə/ , / j/ -Teacher reads a text on image buildi
 Express likes and dislikes - Difficult vowel and consonant sounds are presented
 Express opinion appropriately. and practiced in minimal pairs students listen and complete a table a
-diphthongs: / ai/,/au/
 Express agreement as in day, bye ) answer some close-ended questions.
appropriately. - Consonants: /s/, / z /,
 Express disagreement Learners work following the Think-pair-share mode of
/θ/ , /t / , /k/,/g/ delivery.
appropriately. ,/l/,/m/ ,/ n/= as in sing -Teacher picks up ideas from the listen
 Give suggestions/advice
(as in )= reading text and randomly asks studen
appropriately.
(these /d +)
 Describe places using express their opinion (agreement,
appropriate language. ,church/ch/,she?/s/
Expressing opinion: agreement & disagreement disagreement ) .Students express
 Compare people’s ability/use of Expressing likes and dislikes:
languages using appropriate Students work in groups after an individual answer to agreement /disagreement with reasons
language Expressing opinion:
the question: What is the core of national Students agree/disagree
Agreement and disagreement
identity ? ..Among the following -Teacher asks the students for a piece

a. sharing national customs and tradition advice or suggestion on national

– Practice saying useful
phrases : b. sharing language/ mother tongue identity/nation building or imaging.

b. religious affiliation -Students offer a piece of advice.

-expressing agreement
c. strongly tied to birthplace Listening Speaking and Writing :
-expressing disagreement
d. anything else ? - Students listen to their teacher who
Giving suggestions/advice
make some statements in direct speec

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Practice saying useful phrases Learners are asked to debrief in a Think, Pair ,Share students put these sentences in to repo

- giving advice /suggestion activity and then work together to brainstorm a list of speech i.e .write as well as speak out.
words and phrases that they think describe the identity
Comparing & contrasting
of Ethiopia.
Describing places
-learners conduct small group discussion on questions
-Words: ancient ,boring, such as :
bustling, charming,
contemporary ,compact, What did you learn from each other? What unifying
exciting, famous ,fantastic, themes emerged in the reading about Ethiopian
fascinating, huge, lively,
identity?
popular, picturesque, touristy
-learners work with a partner to discuss questions such
as What is….saying about national identity in Ethiopia?
-Students practice describing a place of interest
following a sample descriptive talk or piece of
writing( use the select words)

III. Reading
Learners engage in Pre-reading, While-reading and Post
 Find the main idea Text: reading activities
 Discover supporting details Brainstorming questions:
Topic : Branding A Country
 Extract specific pieces of Text: Students answer questions on the basis of their reading
of the passage(Branding A Country ; National Identity)
information .
Topic : National Identity Learners work following the Think-pair-share mode of
 Express similarities and delivery.
differences between texts
Learners respond to the teacher’s question in a teacher-
 Tell and retell about what they led whole-class discussion .
have read
Learners match words with definition

Learners infer meanings of words from context.

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 Infer meanings of new words

using contextual clues and/or
background knowledge
 Consult the meanings of
unknown words from a
dictionary

IV. Vocabulary
 Use select words related to Words: nation, patriotism, - Learners match key words to the definitions.
nationalism/ nationhood,
national identity and imaging nationality , citizen, -Vocabulary task:
 Use select words formed nationalism, ethnic, Learners match images with descriptive words of
through several elements of
nationalist ,national, country branding features
prefixes
 Use select words formed nationwide, nationhood, Learners construct a sentence of their own using
through several elements of society, culture, native, the words
suffixes.
countryperson, ethnic group,
 Use select phrasal verbs
nativeness
correctly
Words: country branding
features
country image, distinguish,
position the country, messages
about the country, tangible and
intangible features, place
reputation, image, characteristic
architecture, unique sights,
national cuisine, celebrities,
culture, event, weather/ climate,

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history ,tourists, investor

-Word Formation: Prefixes
and suffixes
- Phrasal Verbs: go in/go in
to,go off,go on, go out,go
over,go through with,go up, go
with, go of around, gross out
V. Grammar Contextualized grammar exercises ( with a balance of
 Recognize and use the various Conditional sentences: form ,meaning and use)
conditional sentences correctly.
 Recognize and use the various Zero conditional-expresses
degrees of comparison something as fact
.
 Recognize and use the simple -First conditional –states the
present tense result of a possible future event
 Recognize and use the present occurring
continuous tense
 Recognize and use the present -Second conditional-states the
perfect tense correctly. result of an unlikely event
 Identify and use the various occurring or an untruth being
verb patterns (verb+ infinitive true
or verb+ ing) correctly
 Identify and use the -Third condition-states how the
prepositions of place and situation would be different
direction correctly with a different past
 Identify and use question
types namely the wh words Reported speech:
correctly. i. Tense Direct speech
 Construct sentences through
Indirect speech
comparisons and contrasts to
tell similarities and differences ii. Reported questions
 Identify and use direct speech
iii. Reported requests
in sentences/ utterances.
 Convert direct speech into iv. Reported orders
reported speech according to

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the nature of sentences v. Time expressions with

/utterances.
reported speech
.
-Degrees of comparison:
-positive/simple,
-comparative and
- superlative

Tenses: simple present, present

continuous, and present
perfect
Verb patterns: verb +
infinitive or verb + -ing?
i. verbs followed by a to –
infinitive
ii. verbs followed by –ing
iii. verbs followed by a to –
infinitive or – ing.
iv. To-infinitive Or – ing form
with a change in meaning.
v. verbs followed by an
infinitive without to
vi. verbs followed by - ing or
an infinitive with out to
vii. verbs followed by a direct
object and a to- infinitive

Question types: Wh-words

Compare and contrast:

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Similarities
and differences

VI. Writing Learners reflect on and create an identity chart for

 Construct sentences with select - list out words/ phrases from Ethiopia
words from the texts. the texts (reading and listening) -Following teachers explanation on features of
 Identify and use comma and construct sentences of
correctly in sentences. individual and national identities , students/learners
their own
 Identify and use compound
reflect on questions in their journal:
sentences correctly -Descriptive and argumentative
Compose descriptive paragraph e.g. Where does a nation’s identity come from?
having topic sentence , paragraph
How can individuals with so many different identities
supporting details and
conclusion - develop chart and journal come together to form a national identity?
Compose argumentative
- Punctuation: Comma -Learners read ideas from a variety of people (sources
paragraph having topic
sentence , supporting details - Mechanics: or writers/speakers) about what it means to be
and conclusion
Ethiopian and what unites individual Ethiopians in a
 Prepare chart Compound sentence
 Prepare journal shared national identity (Skills integrated :Writing and
.
speaking).
-Students practice guided- writing : Descriptive
paragraph
- Students practice guided-writing : Argumentative
paragraph

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UNIT EIGHT : HEALING POWER OF PLANTS

Learning outcomes: Upon completion of this lesson, students will be able to

 listen to an expository and descriptive text by a speaker .

 read an expository and descriptive/narrative text on traditional drug.
 use a variety of text- attack skills and techniques to enhance learning.

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 able to read texts accurately, quickly and with expression.

 actively engage with texts to construct meaning by making use of prior knowledge and drawing inferences from the words and expressio
that a writer uses to communicate information ,ideas and viewpoints.
 practice speaking skills, in the context of discussing medicinal plants
 pronounce English vowel and consonant sounds intelligibly.
 orally describe / explain values of herbal plants.
 learn punctuation rules.
 correctly punctuate dialogues, and sentences.
 identify different word formation components
 enrich Knowledge of vocabulary from the texts.
 learn about phrasal verbs.
 write/speak clearly and accurately using a range of elements of grammar.
 Construct complete sentences and produce a summary of textual / graphic information.

Competencies Language Items/Content Learning Strategies and Resources Assessment

 Find main ideas Pre ,while and post- listening activities Writing and speaking
I. Listening -brainstorming questions: students
 Identify important facts knowledge of plants used to heal; Learners are asked to

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 Identify supporting details. Text: -How do people use plants to cure and compare modern and
heal in their areas? traditional medicine practices
 Extract specific pieces of information . Topic: The Potential Side- Learners listen to a text on The Potential in Ethiopia/ in their localities.
effects of Pharmaceutical Side-effects of Pharmaceutical Products
Products (Drugs) (Drugs) and answer questions(Open and Writing and speaking
The language of giving close-ended questions)
-Learners prepare and present
advice ,instruction and - Comprehension questions a group project on known
opinion in context traditional
Learners work following the Think-pair- medicine/traditional
share mode of delivery. treatment in their
areas/localities.
Learners respond to the teacher’s question
in a teacher-led whole-class discussion . Sentence writing

Learners engage in listening and speaking -Learners are asked to put

activities ( integrated). words and phrases in order
to make sentences.
Learners listen to a text on the potential
side-effects listed in pharmaceutical -Learners are asked to work
commercials. together as many zero
conditional sentences as they
can that are true about the
II. Speaking people in their group.
 Pronounce select vowels in simple words
 Pronounce select diphthongs in simple  Pronunciation: -Learners practice the vowel and -Learners construct their
words -Simple and long consonant sounds following their own sentences with the word
 Pronounce select consonants in words. vowels teacher(repetition) heal/ healing; illness; injury;
 Give instructions using a range of : /æ/,/ /ɜ:/,/ə/ , / j/ herbalist
structures -Learner listen to audio-recordings on the
 Give advice using a range of structures to -diphthongs: / vowel and consonant sounds of English
express advice. ai/,/au/ ,/ei/ ,/ and practice repeating
 Express opinion appropriately. əu/…/oi/ as in
 Express agreement appropriately. day, bye ) - Difficult vowel and consonant sounds are
 Express disagreement appropriately. - Consonants: /s/, / z
presented and practiced in minimal pairs
 Give suggestions/advice appropriately
/, /θ/ , / d / , /z/,/
using a range of structures.
s/ ,/n/= sing ,/ n/= Learners work following the Think-pair-
as in sing share mode of delivery.

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(as in )
= /b/,/m/,/p/

Giving instructions: - Learners listen to the language they use

Imperative form for giving advice and practice saying the
- Sequencing words: firstly, useful phrases.
secondly
,then, After that …;,finally, Learners listen to the language
- extra information and the teacher uses to give instructions and
advice: remember, be practice saying the useful phrases.
careful, try to…,try not
to…,;You need to; it’s Guess the Instructions: Learners look at a
important to.. ;it helps real object or photo of traditional
to…;be sure to…,always; drug/medicine (picture & list) and work
never; together to write what they imagine are
You have to…; You instructions on how to use it.
must/mustn’t…;
You should/shouldn’t… -A balance of accuracy and fluency
focused activities on giving instructions,
Giving Advice: advice and expressing opinions on the
-My suggestion/advice is (to) topic of Healing plants
…; I advise you to…;You
ought to/should…;
-You’d better…; I think /I
really think/You need
to/must/should…
-Make sure you(don’t)…

Expressing opinion:
Agreement and
disagreement

– Practice saying useful

phrases :

- giving advice

- giving instructions

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-expressing agreement

-expressing disagreement

III. Reading Learners engage in Pre-reading, While-

 Find the main idea reading and Post reading activities
 Find important facts -Text: Brainstorming questions: -students
 Find supporting details knowledge of plants used to heal; How do
Topic :Plants That Heal
 Extract specific pieces of information people use plants to cure and heal in their
 Tell what is read in brief areas?
 Describe and interpret graphs/visuals.
 make notes of the main/specific points
 relate what is read to personal Students answer questions on the basis of
experience their reading of the passage(Plants That
 Infer meanings of new words using Heal)
contextual clues and/or background
knowledge Learners work following the Think-pair-
 Consult the meanings of unknown share mode of delivery.
words from a dictionary
Learners respond to the teacher’s question
in a teacher-led whole-class discussion .

Learners match words with definition

Learners infer meanings of words from

context.

IV. Vocabulary Learners match key words to the

 Use select words related to herbal plants,
Words: therapeutic, acute, definitions.
and curing/healing
 Use select words formed through persistent, respond, -Vocabulary task:
coinage and backformation medicinal/medication, drugs
Learners match images with descriptive
 Use select words formed through several diagnosis, herbalist, herbal
elements of suffixes. cure, herbs, cure, heal/healer, words of drugs from plants, disease
 Use select phrasal verbs correctly illness, ailment, injury, symptoms and treatments
desperation, traditional, witch
Learners construct a sentence of their own using

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- Word Formation: the words

Coinage and backformation

-Phrasal Verbs : grow out

of, grow up, hand back, hand
in, hand out, hand over, hang
around,hang on,hang
out,hang up

 Recognize and use zero conditionals and V. Grammar Zero conditional matching pair work
modal verbs. dictation.
 Recognize and use expressions of Expressions of quantity:
quantity correctly. much, many, a few, a little, a Sentence completion exercises
. lot of/lots of , a great deal of ,
 Recognize and use expressions of cause a large number of ,some, any, Various tasks/exercise of grammar-with a
and effect correctly. enough, each, every balance of form, meaning and use

Expressing cause and

effect:because, since, as, due
to, therefore, so, as a result,
Thanks to,

Zero conditionals and

modal verbs:
- To talk about habits and
daily routines/or things
always done in certain
situations or conditions
- general truths &facts-
instructions and rules
-If you can’t ….,you
need….
-If you must know, I…..
- If you drink green tea,
you may lower your blood
sugar.
-If you take evening
primrose oil, you could lower

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your cholesterol.

VI. Writing
 Construct sentences with select words
from the texts. Learners produce sentences of their own
 Identify and use semicolon correctly in - Punctuation: Semicolon to instruct, give advice, and express their
sentences. opinion on traditional medicine
- Mechanics
 Identify and use complex sentences
correctly Learners read ,describe and interpret
Complex sentence
Describe graphic information/data graphs
Interpret graphic information /data Interpreting Graphs: Learners are provided with a graph on
Write a summary of textual / -useful graph vocabulary – Traditional medicine(Herbal Medicine )
graphic information. increase, rise, grow, climb; use ;they read example/model description
decrease, drop, fall, decline;
of a graph
fluctuate, stable; gently,
gradually ,slightly, steadily; The learners then are asked to use
suddenly, sharply, descriptive vocabulary they are exposed to
dramatically
-Graph analysis and -Students fill –in- the blank with
evaluation- useful graph cause/Effect words
language-
e.g. The graph from (source)
shows / illustrates ( title)…
The Y axis (vertical) is…
and the X axis (horizontal)
is…

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UNIT NINE:MULTILINGUALISM
Learning outcomes: Upon completion of the lesson, students will be able to

 listen to an expository and descriptive /narrative text by a speaker .

 read an expository and descriptive text (factual articles/academic text) on polyglotism.
 communication skills and a thorough understanding of aspects/ elements of English grammar.
 demonstrate accuracy and fluency in written and spoken English.

 practice speaking skills, in the context of discussing multilingualism/polyglots.

 practice speaking skills, in the context of discussing multilingualism
 pronounce English vowel and consonant sounds intelligibly.
 orally describe / explain values of herbal plants.
 Write a range of longer pieces of writings of different genres.
 learn punctuation rules.
 correctly punctuate dialogues, and sentences.

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 identify different word formation components

 enrich Knowledge of vocabulary from texts and dictionary use..
 learn about phrasal verbs.
 write/speak clearly and accurately using a range of elements of grammar.

 compose a letter

Competencies Language Item/Content Learning Strategies and Resources Assessment

I. Listening
Pre ,while and post- listening activities
 Find the main idea Text: -brainstorming questions: Writing

 Find, important facts and Topic: A Young Polyglot Learners listen to a text on a young person who is -Written assignments
supporting details able to speak several/many Ethiopian languages.
/Multilingual Listening and Reading Skills
 Extract specific pieces of
- Comprehension
- Comprehension questions

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information. questions(listening/reading
Learners work following the Think-pair-share mode comprehensions)
 Retell what is heard briefly
of delivery.
 Relate what is heard to Writing and Speaking
personal lives and experiences Learners respond to the teacher’s question in a
teacher-led whole-class discussion . - Presentations

-Grammar questions
Learners engage in listening and speaking activities
( integrated).

II. Speaking
-Learners practice the vowel and consonant sounds
 Pronounce select vowels in  Pronunciation: following their teacher(repetition)
simple words -Simple and long
 Pronounce select diphthongs in vowels -Learner listen to audio-recordings on the vowel and
simple words : /e/,/, /ʌ/,/ /æ/,/,/ə/ consonant sounds of English and practice repeating
 Pronounce select consonants in / j/ , /ɜ:/
words. - Difficult vowel and consonant sounds are
 Ask and respond accurately to a -diphthongs: / presented and practiced in minimal pairs
basic range of open, closed and
ai/,/au/ ,/ei/ ,/ əu/…/oi/
follow-on questions (including
in an interview) as in day, bye )
Learners work following the Think-pair-share mode
 Report what is heard - Consonants: /t/, / tc /,
of delivery.
, / d / , /z/,/ ts/ ,/n/=
 Research and give a short sing ,/ n/= as in sing
presentation on a chosen topic (as in )= A balance of accuracy and fluency-focused
activities
Voicing an opinion:
Learners ask follow up questions to get more ideas.
-I believe that….
(engage in several activities ,such as lead in, and
- I think that…
speaking activities on qualities of good language
- From what I understand…. learners, becoming a better learner)

-As I understand it….. Mini-activity:

A reason why - Learners recall any language that they wish their
classmates /imaginary neighbors would speak.
-This is due to… They write 2-3 down on a piece of paper and put
them upon their desk/s. The learners walk around

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-Because….. the classroom to read each other’s sentences.

Example: “I wish Almaz spoke Afan
- What I mean by this is… oromo/Tigrigna.”
Evidence - Activity:
-This can be seen by…. A class language survey
- For instance…. - Teacher undertakes a language survey with
-For example…. him/her class.-about the languages they speak
clarifying whether they can understand a few
-Statistics from (give a words, speak the language fluently, or write
source) indicates it. ..and explain how they gained that knowledge.
Surveying/Interviewing

III. Reading Learners engage in Pre-reading, While-reading and

Post reading activities
 Find the main idea -Texts: Brainstorming questions: ……….
 Find important facts
 Find supporting details Topic :The Cognitive
Students answer questions on the basis of their
 Extract specific pieces of Benefits of Being reading of the passages
information. Multilingual -Multiple choice questions
 Retell about what they have - gap-filling question
read Topic :The Personal and
- True/False items
 Describe and interpret
Professional Benefits
statistical data Learners work following the Think-pair-share mode
of Being Multilingual
 Infer meanings of new words of delivery.
using contextual clues and/or
background knowledge Learners respond to the teacher’s question in a
 Consult the meanings of teacher-led whole-class discussion .
unknown words from a
dictionary Learners match words with definition
 Relate what is read to personal
experiences and observations Learners infer meanings of words from context.

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IV. Vocabulary
Vocabulary task:
 Use select words related to -mother tongue/first language,
multilinguals/ polyglot multiple languages, diversity, -learners fill in mind maps with words given
 Use select words formed bilingual, polyglot, in box
through coinage and multilingual, plurilingual,
learners finish sentences with vocabulary from the
backformation communication,
previous exercise.
 Use select words from another multicultural/multiculturalism
language formed through -Then ,they share their sentences with each
- Word Formation: Borrowing
borrowing other-working in pairs
 Use select phrasal verbs -Words from another
correctly
language

- Phrasal verbs: have on,head

back, head for, head
toward,hear about,hear of,heat
up,help out,hit on, hold against

 Recognize and use the various V .Grammar

conditional sentences correctly. -- Contextualized grammar tasks /exercises with a
 Identify and use expressions of Conditional Sentences: balance of form, meaning and use
wishes
-Zero conditional-expresses
 Recognize and use indefinite something as fact
articles correctly -First conditional –states the
 Recognize and use the
result of a possible future
definite article correctly
event occurring
.
 Identify and use state verbs of -Second conditional-states the
thoughts and opinions result of an unlikely event
correctly
occurring or an untruth being
 Identify and use state verbs of
true
feelings and emotions correctly
 Identify and use state verbs of -Third condition-states how the
senses and perceptions. situation would be different
with a different past

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Expressions of wishes:

- I wish I had…

- I wish I was…

-I wish I spoke another

Ethiopian language.

-I wish I had had…

-I wish I had listened…

Articles: Definite and

indefinite-

a,an,the

Tenses: simple present, simple

future, and simple past

State verbs: thoughts &

opinions-

- agree/disagree, believe,
doubt, guess ,imagine, know,
mean, recognize, remember,
suspect, think, understand;

-feelings and emotions :

dislike, hate, like, love, prefer,
want, wish

-senses and perceptions:

appear, be, feel, hear, look, see,
seem, smell, taste

VI. Writing Students use chart paper and make a large table..

 Identify and use the colon - Punctuation: Colon Summary writing activity
correctly in a piece of writing

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Detect subject-verb - Mechanics: -Learners summarize the main ideas of the reading
agreement faults in sentences.
Create sentences in agreement Subject-verb agreement passages
with the number and person of Summary writing: - Learners practice letter writing following the
subjects. teacher’s explanation on feature/elements of a
 Write a summary of texts. - How to produce a summary letter
 Compose a formal letter to the -The features of a summary
Ministry of Education and the
Letter writing: Writing a
Ministry of Culture and Sport
Formal Letter

- Sender’s Address; Date;

Inside Address; Salutation;
Body; Closing; Enclosures

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UNIT TEN : DIGITAL VERSUS SATELLITE TELEVISION

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Learning outcomes: At the end of this lesson, students will be able to:

 listen to an expository and descriptive text by a speaker .

 read an expository and descriptive text (factual articles) on Television ...
 demonstrate information reading or expository reading
 describe and distinguish connections between textual information.

 practice speaking skills, in the context of discussing television technology and viewing habits and preferences.
 compose paragraphs. of differing types.
 learn punctuation rules.
 correctly punctuate dialogues, and sentences.
 enrich Knowledge of vocabulary from texts..
 learn about phrasal verbs.
 write/speak clearly and accurately using a range of elements of grammar.

 Produce charts and present in class.

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Competencies Language Item/Content Learning Strategies and Resources Assessment

I. Listening Pre ,while and post- listening activities Speaking

-brainstorming questions:
 Identify important facts -Text: Teacher asks the students to state
Learners listen to a text on the similarities and differences…about
 Find specific details . Topic: Is Television Good or Bad goodness or badness of television - Digital TV and Satellite TV, ask them
Comprehension questions to tell their TV viewing habits.
 Tell speaker’s attitude from
Learners work following the Think- Reading
text. pair-share mode of delivery.
Teacher gives out a passage and ask
Learners respond to the teacher’s students to find some specific
question in a teacher-led whole-class information.
discussion .

Learners engage in listening and

speaking activities ( integrated).

II. Speaking
Learners practice the vowel and
 Pronounce select vowels in consonant sounds following their
simple words teacher(repetition)
 Pronounce select diphthongs in  Pronunciation:
simple words -Simple and long vowels -Learner listen to audio-recordings on
 Pronounce select consonants in : /e/,/, /ʌ/,/ /æ/,/,/ə/ the vowel and consonant sounds of
words. / j/ , /ɜ:/ English and practice repeating
 Ask and respond accurately to a
basic range of open, closed and -diphthongs: / ai/,/au/ - Difficult vowel and consonant sounds
follow-on questions (including ,/ei/ ,/ əu/…/oi/ as in are presented and practiced in minimal
in an interview) day, bye ) pairs
 Report what is heard - Consonants: /g/, / b /,
 Contribute to and develop , / p / , / s/ , ,/ tc/ ,/sh/=
conversations around the unit Learners work following the Think-
= as in sing
topic pair-share mode of delivery.
(as in )=

 Give a short presentation on a

chosen topic - Brainstorming &Discussion
 describe/compare objects (a
product of technology) using -Similarities and differences
appropriate language
(Comparing & contrasting)

-Oral presentation
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-A balance of accuracy and fluency
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English Syllabus for

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Grade 11

Unit one: Environmental Hazards (16 periods)

Learning outcomes: At the end of this unit, the learners will able to:

 Explain the details and gist of a listening text.

 Utilise the appropriate tenses to talk about causes of environmental hazards
 Give logical presentation of ideas in debate
 Skim to find the gist of a test
 Scan for specific information
 Identify the implied information in text
 Find out the implicitly and explicitly stated information in a passage
 Identify the information in a text to answer a given reading comprehension questions.
 Use word attack skills
 Infer the meanings of vocabulary words based on the contextual clues.
 Summarize and retell a story
 Identify various types of nouns

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 Identify the difference between the pronunciation of interdental and alveolar fricatives
 Distinguish the various types of sentences in English
 Write different types of sentences correctly
 Use punctuation correctly
 Use clause of concessions correctly
 Distinguish noun categories

Language focus

Listening: Listening for gist and details, using contextual clues in listening
Speaking: panel discussion, expressing opinion, pronunciation, debate
Reading: Newspaper, Articles, book chapter etc.
Vocabulary: Words from the passage, Phrasal verbs, word category
Writing: sentences, report, Punctuations and mechanics
Grammar: Types of nouns, simple presenttense, clause of concessions, passive voice
Competencies Language Items/contents Learning Strategies Assessment
Unit One: Environmental hazards Progressive assessment
Listen for general and specific A:Listening
information Listening text I: Listening text on Active learning Asking listening comprehension
Identify the gist and details environmental conservation Learner- centred approach questions
Use background knowledge to Listening text II: Lecture on environmental
predict the information in listening hazards and their causes -Intensive Listening
text  Pre-listening Asking to reflect on the gist of the
Use contextual clues to guess the  While listening -Listening task
meaning of the listening text  Post listening -Group discussions text
Answer listening comprehension
questions -Listening for gist Role play
Answering reading comprehension -Listening for details
-Listening and note taking
-Loud reading of sounds(for
questions. Observations of the discussions.
Using inference and reference skills -Listening and reflecting pronunciation)
Pronouncing correctly words with -Listening and summarising
specific sounds -Listening and filling blanks/charts
Constructing various sentence B. Speaking -Individual work Asking related questions
categories Discussing familiar environment hazards
Panel discussions on environmental
-Silent reading
Use simple present tense correctly
conservation and combating environmental
hazards(E.g. Role plays-discussions of roles -Using context clues to guess Asking to express their opinion
Use the correct tense to talk about of the different community stake holders on
environmental hazards. the issue in group) word meaning.
Conduct panel discussions Giving oral report Evaluating the oral report
Give oral report on panel discussion Asking for and giving opinion
Ask for and giving opinion Pronunciation
Identify the pronunciation The English pure vowels Assessing group discussions
differences among the English short C. Reading: Conserving the Environment

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vowel, long vowels, diphthongs and pre-reading, while reading and post -Presentation Evaluating oral speech/report
diphthongs reading activities
Pronounce the English inter-dental Reading comprehension questions Using peer assessments
fricatives and alveolar fricatives -Skimming and scanning -Questioning Asking to pronounce the English
Use logical arguments and -Reference and inference skills
refutations to conduct a debate on a -Reading and retelling pure vowels, diphthongs and
given topic. -Reading and summarizing Cognitive reading strategies diphthongs, and fricatives.
Give publish speech on a given topic D. Vocabulary
ask for opinions, express their own -Vocabulary words from the passage Giving written quiz
opinion and support/justify it Guessing word meaning from context Metacognitive reading Asking to reflect on the activities
(including through illustrating a -Word attack skills
point) -Word category(parts of speech) strategies done.
-Phrasal verbs(these have to be taught
explicitly with contextualised
Use skimming for gist examples:keep off, keep on, keep to, know Extensive reading
Using scanning for details about ,kick back, kick out, knock off, knock
Using inference and reference skills out, knock over, keep up).
Identifying implicitly and explicitly E. Writing
stated information -Report writing ( writing report on
Locating general and specific group/panel discussions)
information -The writing process (think, brainstorm,
plan, draft, check, rewrite, proof read)
- Writing error free sentences
Guessing contextual meaning of -Sentences and their categories(functional
words from the passage and structural)
Punctuations and mechanics(end marks:
period, question mark and exclamation Inductive learning/teaching of
Writing various types of sentences point) grammar
F. Grammar
Writing a report The simple present tenses
Describing a process: Present passive voice
Using the stages of the process The simple future tense
writing Taking about the future plan Asking reading comprehension
Adverbial clause of concession (Using questions
Use punctuation marks correctly although, even though, in spite of, despite,
Use correct tenses etc.)
Use clause of concessions Types of nouns Assessing the use of skimming and
G. Extensive Reading
Constructing error free sentences -Extensive reading materials Pair discussions scanning techniques
Using simple present tense and
Assessing comprehension through
simple future tense test related questions.
Identify and use nouns correctly Assessing comprehension of
explicitly stated information.

Assessing oral speech

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Asking to construct meaningful

sentences using the new words.

Checking completed written works

Assessing written work

Checking the utilisation of the

stages in process writing

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Unit Two: Civilization(16 hours)

Learning outcomes: At the end of this unit the learners will able to:
 Listen and explain
 Listen and take notes.
 Listen and summarize
 Read and reflect on the message of the text read
 Write Narrative text
 Use punctuation marks correctly
 Use relative clauses correctly.
 Use Reported speech in writing and speaking
 Use present and past perfect tenses correctly
 Talk about preferences
 Use prepositions and prepositional phrases correctly

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Language focus:
 Listening: Listening for gist and details,
 Speaking: expressing preferences, interview, speech presentation
 Reading : Articles, News Papers, books,magazines,etc.
 Vocabulary: New words from passage, word class, phrasal verbs
 Writing: Mechanics and Punctuations, Narrative text,Note taking, note making and summary writing
 Grammar: Pronouns, Noun clauses, preposition and Prepositional phrases, present perfect and past perfect tenses, relative
clauses, Reported Speech, Verb make and let
Competencies Language Items/contents Learning Strategies Assessment
Predicting message of listening texts using background Unit Two : Civilization (development)
knowledge A:Listening Active learning Asking listening comprehension questions
Listen for general and specific information Listening text 1: The Gregorian calendar
Listening and synthesizing information -Pre-listening, while listening and post Learner- centred approach Asking to reflect on the gist of the text
Listen and jot down the main points listening task Pre-listening, while listening and post
Listen and reflect on the message -The difference between Ethiopian and listening
Listen to the text, summarise and retell the story Gregorian calendar Discussion (group, pair). Observations of the discussions.
Listening text 2:
Ancient Civilizations in Ethiopia Involving in interview Asking related questions
Identify the writer’s intent, summarize salient points -Pre, while and post listening tasks Giving report
and retell the story Activities that help tocritically think of the Note taking and note making
ancient civilization and compare it with Synthesize the message of the listening text. Asking to express their preferences
current development
Conducting oral interview Presentation (individual, pair, group) Evaluating the oral report
Presenting oral report
Involving in and acting out a dialogue -Pair work Assessing group discussions
Presenting individual speech -Group Discussions Using peer assessments
-Listen and reflect Oral report presentations
-Listen and summarize Giving written quiz
Using the present perfect tense and the past perfect -Listen and retell Explanation Going around group work and checking
tenses B. Speaking discussions
Pronunciation: diphthongs
Talking about completed and ongoing actions using Silent reading
present and past perfect tenses -Pair interview
Refection on the passage
-Acting out dialogue
Using make and let correctly. -Group discussion
-Expressing preferences
Talking about preferences -Giving oral Report
-Individual speech presentation
Using relative clauses C. Reading :Features of modern
Predicting
civilization
Using inference and reference skills -Pre-reading, while reading, post reading
Skimming to find the for gist of a reading text -Reading for gist and details Asking to express preferences
Scanning to locate specific details -Reading comprehension
Identifying implicitly and explicitly stated information -Reading and making notes Assessing the use comparisons
Locating general and specific information Guessing the meaning of words from context
-Skimming and scanning
-Reference and inference skills

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-Guessing contextual meaning of words from the -Reading and reflection on the passage Using context clues to find the meaning of
passage -Reading and summarizing new vocabulary
D. Vocabulary
-Identify and use prepositional phrases correctly -Using contextual clues Asking reading comprehension questions
-Use relative clause correctly - Grouping words according to their classes Assessing the use of skimming and
-Use reported speech correctly -Vocabulary learning strategies scanning techniques
-Phrasal verbs(These should be taught explicitly with
-Reading and making note contextualized examples: let off, lay off, lead up to, Assessing comprehension through text
-Writing a summary of reading and listening texts leave behind, leave off, leave out, leave over, let down, Using pre writing, while writing and post related questions.
-Writing descriptive let in, lay down) writing phases Assessing comprehension of explicitly
E.Writing
-Identifying and using pronouns Report Writing stated information.
-Explaining and using noun clauses Note taking and note making
-Using present perfect and past perfect Summary writing
Writing Narrative essay
-Use prepositions and prepositional phrases correctly Punctuation and mechanics(The comma and the colon)
-Using reported speech F. Grammar Asking to use the words in appropriate
-Using Relative clauses. -The present perfect and past perfect tenses contexts.
-Using the verbs ‘make and let ‘correctly -Direct speech and Reported speech
-Relative clauses
-Make and let
-Pronouns
-Noun clause
G. Extensive Reading
Supplementary Reading material

Checking completed written works

Assessing written work

Unit Three: Causes of Road Traffic Accidents (16 period)

Learning outcomes: At the end of this unit the learners will able to:

 Listen to take notes

 Listen and explain

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 Listen and summarise

 Listen and identify the explicitly stated information.
 Locate the implicitly stated information in the listening text.
 Skim to find the gist of a test
 Scan for specific information
 Identify the information in a text to answer a given reading comprehension questions.
 Infer the meanings of vocabulary words based on the contextual clues.
 Write a process using active and active and passive voice.
 Use punctuation marks correctly
 Ask for and give advice

Language focus
Listening: Listening comprehension, listening for gist and details
Speaking: giving advice, expressing causes and effects, public speech
Reading: Magazine, Newspaper, Articles, books, periodicals, etc.
Vocabulary: Word formation, Phrasal words, lexical items from passage, phrasal verbs, and contextual clues
Writing: Punctuation and mechanics, writing a process, descriptive writing
Grammar: Signal words, Adverbial clauses of result, adverbial clause of reason, passive voice

Competencies Language Items/contents Learning Strategies Assessment

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A Unit Three : Causes of

Listen for the gist and road traffic accident Active learning Peer assessment
details A:Listening Learner- centred approach Asking listening comprehension
Use background Listening Text: Causes of questions
knowledge to predict the road traffic Accidents Brainstorming
information in listening -Pre-listening, while- Pair work and group work Asking to reflect on the gist of the text
text listening, Post-listening
-Listening for gist and Note taking and summarizing
Using inference and detail Observations of the discussions.
reference skills to -Listening comprehension
understand textual Predicting information Asking students give advice to each
information Using contextual clues in other in pair
listening Note making
B. Speaking
Asking for and giving Pronunciation: diphthongs Listening to and evaluation students
advice Asking for and giving speech
opinion Presentations
Using active and passive Discussing and explaining .
voice to describe a causes and effects Acting out dialogue Giving written quiz
process Giving public speech Asking to reflect on the activities done.

Use skimming for gist C. Reading: Socio-

Using scanning for economic impacts of road
details traffic accidents
-Reading comprehension
Guessing contextual pre-reading, while reading
meaning of words from and post reading activities Silent reading
the passage -Skimming and scanning
-Reference and inference Discussion
Doing pre reading, skills
while reading and post -Reading and reflection on
reading questions the passage
-Reading and summarizing
Using sequence words Asking reading comprehension

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to describe a process D. Vocabulary questions

-Guessing skills
Writing descriptive text -Word formation(Prefixes Assessing the use of skimming and
and suffixes) scanning techniques
Identifying signal -Gap filling Using contextual clues in Checking students’ writing
words for description -Phrasal verbs(These must reading
be taught explicitly with Assessing comprehension of explicitly
Identifying and using contextualised examples:let stated information.
adverbial clauses of on, let out, let up, lie Cognitive, meta-cognitive and
results around, lock in, light up, socio affective reading
lighten up, line up, live strategies
Explaining and using with, lift up,)
transitional expressions E. Writing
-Punctuations and
Using prefixes and mechanics(semicolon,
suffixed in word apostrophe and hyphen)
formation - Descriptive writing
-writing a process Checking the students’ ability of
- Using the process writing forming words
stages:
 Think
 brainstorm
 plan
 draft
 Check
 rewrite Deductive teaching/learning
 proof read of grammar
- Writing cause and effect
text. Using pre-writing, while
-Writing a process of doing writing and post activities
something (E.g. How to
make bread, coffee, etc.) Checking students’ written works
-sequence words (first,
second, then, next, finally,

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etc.)
-Summary writing
F. Grammar
 Active and
passive voice
 Adverbial clause
of Result( so that,
in order that, so, )
 Adverbial clauses
of cause/reason
G. Extensive Reading
On Road Safety

Unit Four: People and Natural Resources (16 period)

Learning outcomes: At the end of this unit the learners will able to:

 Explain the theme of the listening text

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 Summarise a text based on important points

 Identify salient points from a written text
 Discuss how to conserve natural resources.
 Summarise the reading and listening texts using important points
 Skim to find the gist of a test
 Scan for specific information
 Infer the meanings of vocabulary words based on the contextual clues.
 Write expository paragraph on how to conserve natural resources.
 Use adverbial clause of purpose
 Identify the meaning of phrasal verbs
 Use punctuations and mechanics correctly

Language focus

Listening: Listening for gist, specific information, identifying author’s intent

Speaking: Public speaking, expressing complaint, asking for and giving direction, giving suggestions
Reading: Newspaper, Articles, book chapter etc. related to indigenous natural resource conservation
Vocabulary: Words from the passage (Conservation, natural resources, etc.) , phrasal verbs
Writing: Punctuation and mechanics, writing informative or expository paragraph.
Grammar: Simple future tense, future perfect, and descriptive adjectives)

Language Items/contents Learning Strategies Assessment

Competencies

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Unit Four: people and Natural resources

Listen and evaluate textual information A:Listening Peer assessment
Identify the author’s intent Listening text : Care for Natural resource Asking listening comprehension questions
Active learning
-Pre-listening,, while listening, and post listening activities
Listening and critically thinking of the - Listening for gist and details Asking to reflect on the gist of the text
message to retell the story -Listen and retell Learner- centred approach Asking to synthesise the text
-Listen and summarise
Listening carefully and creating a similar B. Speaking Observations of the discussions.
Pre, while and post listening/reading strategies
story -Pronunciation
-Group discussions Brainstorming Asking students give advice to each other in
Using inference and reference skills -Speech presentation pair
Reasoning our how natural resources and -Group panel discussion
people are interdependent. -Asking for and giving direction Pair work and group work Listening to and evaluation students speech
Reading and Synthesizing the text - expressing complaint , asking for and giving direction, .
giving suggestions Note taking Giving written quiz
C. Reading: Indigenous forest conservation and saving Asking to reflect on the activities done.
Asking for and giving advice endangered endemic animals Summary writing
- pre-reading, while and post reading phases
Using active and passive voice to describe -Reading for gist and details Synthesizing the story and retelling
a process -Reading comprehension Asking reading comprehension questions
-Skimming and scanning
Use skimming for gist -Reference and inference skills Presentation Assessing the use of skimming and scanning
Using scanning for details Reading and analyzing the text techniques
Using inference and reference skills -Reading and reflection on the passage Checking students’ writing
-Reading and summarizing Discussion
Guessing contextual meaning of words D. Vocabulary Assessing comprehension of explicitly stated
from the passage -Words take from the reading passage Intensive and extensive reading information.
-Word formation Skimming and scanning
Doing pre reading, while reading and - Prefixes and suffixes Checking the students’ ability of forming
post reading questions Phrasal words(These must taught explicitly with Questioning words
contextual examples:lock out, lock up, look around, look
Using sequence words to describe a at,look down on, look up, look into, look out, look over, Analysing Checking students’ written works
process look forward to)
E. Writing Doing reflective activities Discussions
Writing descriptive text -Punctuation mark (Ellipsis, Parenthesis, quotation mark:
Use modal verbs correctly single and double quotation mark) Using contextual clues Questioning
Descriptive writing
Identifying signal words for -Describing a future intentions: using the
description -Writing safety rules for road transportation using modal
Morphological analysis of words verbs such as must, have to, should , etc.
Identifying and using adverbial clauses of F. Grammar
results  Simple future
 Future perfect
Explaining and using transitional  Adverbial clause of Result( so that, in order that, so, )
expressions  Descriptive adjectives.
 Modal verbs(Must, have to, need to , should,etc)
Using prefixes and suffixed in word
formation G. Extensive Reading

Identify social expressions

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Unit Five: Irrigation (16 periods)

Learning outcomes: At the end of this unit the learners will able to:
 listen for general and specific information
 summarise and synthesize the listening and reading texts
 retell the story by taking notes of important points
 identify the important information in the texts and use them to create the story
 predict the message of the text using their background knowledge
 skim for gist and scam for details
 infer the meanings of vocabulary words based on the contextual clues.
 write 2 to 3 paragraphs on the advantages of irrigation.
 use adverbial clause of cause or reason
 use gerund, infinitive, participle phrases, articles, and the verb mood correctly

Language focus

Listening: Listening and synthesizing information to create a similar story,

Speaking: Public speaking, expressing Reason
Reading: Authentic texts such as Newspaper, magazine, Articles, etc. related to farming in
Ethiopian/irrigation
Vocabulary: farming, irrigation, famine, starvation, GDP, etc., phrasal verbs
Writing: Writing argumentative paragraph
Grammar: Adverbial clause of reason, Gerund and infinitives, participles phrases, Articles, the verb mood etc.
Competencies Language Items/contents Learning Strategies Assessment
Unit Five: Irrigation
A: Listening Active learning
Listening and
Text 1: Agriculture in Ethiopia Learner- centred
synthesizing Listen and explain
Listen and retell

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Listening for gist approach

Listening for details
Listening and identify
Listening and summarizing
explicitly stated Listening and synthesizing
Listening and taking notes
information Group/pair discussion
Creating a related story on farming
B. Speaking Using different
-Pronunciation
Listening and grouping system
Expressing reason
summarizing Debate presentation
Public speaking( Agriculture in my home village/town)
Listening and creating
Dialogue
similar story Social expressions: suggesting Preparing and
I suggest + __________ing
Listening and conducting debate
I suggest that travel agents ….
pronouncing consonant Why don’t we ….? Cooperative learning .
We could…?
sounds Using authentic texts to
Social expressions: alternative perspective
E.g. Instead of doing …., we could …. read passages
On the other hand …
Predicting what the text Dialogue
Look at it this way …
is about based on But then again …
Even so …
background knowledge Silent reading
Skimming for gist First conditional
If/unless we do …
Scanning for specific activating background
Social expressions: turn taking,
information E.g. Can I add … knowledge
If I could just come in here …
And another thing
Identifying explicitly Just a small point … Involve in and practice
Would you like to add anything …
stated and implicitly turn taking
Would you like to come in here?
stated information C. Reading: Irrigation in Ethiopia

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Pre reading
While reading
Reading and
Post reading activities
synthesizing Reading for details Presenting
Reading and identifying salient information
information from the
Skimming and scanning
passage in the form of Locating writer’s tone and intent
Reading and summarising
chart Discussing
Reading and evaluating the text
Reading and reflecting ton the text
Reading and interpretations
Inferring information Questioning
Reading comprehension questions
D:Vocabulary
New words from the reading passage
Identifying the Skimming and
Guessing meaning from context
organizational structure Inferring scanning
Phrasal verbs(These must be taught explicitly in
of the reading passage Pre-,while and post
clear contexts:look up to, luck out, make for , make of,
make up, mess up, mix up, monkey around with, move reading/listening
out, move in)
Analyzing and strategies
E. Writing
synthesizing the passage -Revision on the writing process
-Pre-writing, while-writing, post writing
Intensive and extensive
-Brainstorming, mapping/clustering
Identifying contextual -Structure of an essay(introduction, body and conclusion) reading
- Argumentative essay writing.
meaning of words
F: Grammar:
Using Pre-reading -Adverbial clause of reason
-Gerund and infinitives(Verbs followed by gerund and
questions to predict text
infinitive or both)
message -Participal phrases and their functions(present participle
phrase, past participle phrase and perfect participle
phrase)
Identifying and using E.g. The crying baby looks hungry.(present participal

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words and phrases for phrase)

The broken chair was amended.(Past participal phrase)
writing argumentative
Having corrected the exam, the teacher left for
texts the meeting.(Perfect participal phrase)(Use contextual
tasks)
Identifying the adverbial
-Articles (Definite and Indefinite)
clauses of reason -the verb mood(Indicative mood, imperative mood and
subjunctive mood)
Differentiating the
G. Extensive Reading
subordinators used in Modern and Traditional farming
adverbial clause of
reason.

Identify and use the verb

moods correctly.

Identify gerund,
participal phrases,
infinitives
Identify verbs followed
by gerund and infinitive

Distinguish the definite

indefinite articles
Identify when to use and
when not to use definite

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and indefinite articles

Recognise the three

types of participle
phrase

Unit Six: Global Warming(15 periods)

Learning outcomes: At the end of this unit the learners will able to:
 Listen to lectures and take notes

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 Recognize and synthesize the main points of the listening and reading texts
 Take notes of salient points in the texts and create a similar story
 Predict the message of the text using their background knowledge
 Present speech on the effects of global warming.
 Use contextual clues to infer the meanings new vocabulary words.
 Write paragraphs on how to control climate changes.
 Explain their likes and dislikes
 Use clauses of comparisons correctly
 Use conditional clauses correctly
 Talk about the present and past events.
Language focus
Listening: Listening and synthesizing information to create a similar story, skimming for gist and scanning for details,
identifying author’s intent
Speaking: Debating, Panel discussions, expressing likes and dislikes, expressing agreeing and disagreeing
Reading: Authentic texts such as Newspaper, magazine, Articles, etc. related global warming
Vocabulary: global warming, climate, climate change, weather, greenhouse, atmosphere etc.
Writing: Writing argumentative paragraph
Grammar: Adverbial clause of comparison, conditional clauses, present simple tense, past simple tense
Competencies Language Items/contents Learning Strategies Assessment

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Unit Six: Global warming

Listening and synthesizing Active learning Asking listening comprehension questions
A: Listening
Listening and identify Text 1: What is global warming
-Listening for specific information
Learner- centred approach
explicitly stated information Asking to reflect on the gist of the text
-Synthesizing the listening text
Listening and summarizing -Listen and take note
Active listening
Listening and creating similar story -Listen and retell
-Listen and summarise the listening text
Listening and synthesizing
Predicting what the text is about based on B. Speaking Observations of the discussions
-Pronunciation: Nasal sounds and affricates( [m],[n],… )
Pre, while and post
background knowledge Peer assessment
- Likes and Dislikes
Skimming for gist - Expressing agreeing and disagreeing
listening/reading strategies Asking listening comprehension questions
Scanning for specific information -Panel discussion (exercise that involves students in group/panel discussion regarding how to solve problems of global
warming/climate change)
Identifying explicitly stated and implicitly -Public speech Asking to reflect on the gist of the text
-Debate
Skimming and scanning
stated information Asking to synthesise the text
-Dialogue
Reading and synthesizing information -
Group /pair discussion
from the passage C. Reading: The effects of global warming on economic development
-Pre, while and post reading
conducting debate
Using new words in speech and writing -Reading comprehension questions Observations of the discussions.
-Using Skimming and scanning
Acting out dialogue
Inferring information Listening to and evaluation students speech
-Reading and summarising the text
Identifying the organizational structure of Reading and identifying the writer’s tone
Panel discussion
the reading passage Reading and explaining the meaning . Assessing comprehension of explicitly stated information
D:Vocabulary
Analyzing and synthesizing the passage Words written in bold in the passage Giving written quiz
Using contextual clues.
Questioning
Identifying contextual meaning of words Asking to reflect on the activities done.
Constructing sentences using the words
Using Pre-reading questions to predict Reflecting on their experiences
Phrasal verb s(These must be taught explicitly in clear contexts:narrow down, pay back, pay for,
text message pay off, piss off, pick on, pick out, pick up, pile up, Explaining and justifying thinking Assessing the logical reasoning presented during the debate
Expressing agreeing and disagreeing pay up)
Talking about likes and dislikes E. Writing Asking reading comprehension questions
Conducting a debate The writing process (Revision) Guessing contextual meaning of Assessing the use of skimming and scanning techniques
Generating ideas for writing
Giving oral speech Pre-writing words Checking students’ writing
Talking about present using various Brainstorming Assessing comprehension of explicitly stated information.
Free writing Using contexts to identify the
structures. Mapping/clustering Asking to use the positive, comparative and superlative degree
Talking about the past using a range of - compare/contrast text writing meaning and use grammatical items to compare classroom objects
Expository Essay
structures F: Grammar: and new vocabulary. Assessing the use comparisons
Expressing the future using various Adverbial clause of comparison(the simple degree, comparative degree and superlative degree) Asking reading comprehension questions
Conditional clause(the general condition, the probable condition, the improbable condition and the impossible condition; using
structure unless for if not, inversion of conditional III, sentence comprehension related to conditional sentences) Assessing the use of skimming and scanning techniques
Use conditional sentences correctly In teaching conditional sentences the teacher has to be informed to use activities such as chain stories, looking back or Assessing comprehension through text related questions.
retrospection for the impossible condition, etc.
Using comparisons For example : looking back/Retrospections-Talking about regrets Asking to use the words in appropriate contexts.
Identifying and using words and phrases Things I am glad I did
I joined school too young.
for writing argumentative texts Conditional= If I had not joined school too young, I would not have reached grade 11. Etc. Checking students’ written works
Answering reading comprehension Things I regret I did or did not do.
I had not seen my grandfather.
questions. Conditional= If had seen my grandfather, I would have asked him how life was during his young hood. etc.
Using inference and reference skills
Chain story
Use skimming for gist Example:
Using scanning for details If she works hard, she will pass.
If she passes, she will join grade 12.
Identifying implicitly and explicitly stated If she joins grade 12, she will take the national examination.
information If she takes the national examination, she… etc.

Locating general and specific information The present, past tenses and future tenses
Guessing contextual meaning of words from G. Extensive reading

the passage

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Unit Seven: Patriotism(15 periods)

Learning outcomes: At the end of this unit the learners will able to:

 Listen and argue for /against

 Identify and synthesize the main points of the listening and reading texts
 Predict the message of the text using their background knowledge
 Present speech
 Use contextual clues to infer the meanings new vocabulary words.
 Write different types of business letters.
 Use the verb wish to express aspirations
 Write a narrative essay on their hero
 Use the simple past accurately
 Use reported speech

Language focus

Listening: Listening and explaining text message.

Speaking: Expressing compliment, Public speech presentation
Reading: Authentic texts such as Newspaper, magazine, Articles, etc. related patriotism/battle of Adwa
Vocabulary: allegiance, constancy, devotion, faithfulness, fealty, loyalty, staunchness, steadfastness etc.
Writing: Writing Narrative essay, writing business letters
Grammar: Adverbial clause of time, the verb wish, Modal auxiliaries, question tags, and Reported speech

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Competencies Language Items/contents Learning Strategies Assessment

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Listening and Arguing Unit Seven: The Adwa Asking listening comprehension questions

Listening and identify A: Listening Generating ideas on listening Asking to reflect on the gist of the text
explicitly stated information Text 1: What is Patriotism?
.Listening for gist and specific information Active learning
Listening and presenting Listen and Synthesize Observations of the discussions
Listening and taking notes Learner centred approach
Listening and creating similar story Listening and retelling
Talk about patriotism Listening and summarising Asking to synthesise the text
Present speech on a given topic Note taking
Use accurate expression to give compliment B. Speaking
Using background to predicting text message How to ask for and give permission Listening to and evaluation students speech
How to praise in English Evaluate and synthesize the message in reading
Skimming for gist texts . Assessing comprehension of explicitly stated information
Public speech presentation (on theheroic deeds of an Ethiopia patriot during the battle of
Scanning for specific information Giving written quiz
Adowa)
Identifying explicitly stated and implicitly stated Debating skimming and scanning Assessing the logical reasoning presented in speech and writing
information Dialogue
C. Reading: Adwa: The Symbol National Unity Asking reading comprehension questions
Reading and synthesizing information from the pre, while and post reading Cognitive strategies
passage Reading and doing comprehension questions Assessing dialogue individual speech presentation
Reading for gist and for details
Using new words in speech and writing Reading and summarising Metacognitive strategies
Inferring information Reading and evaluating Assessing the use of skimming and scanning techniques
Identifying the organizational structure of the Skimming and scanning Checking students’ writing
reading passage Reading and arguing Socio-affective strategies
Analyzing and synthesizing the passage Reading and reflecting on the text .
Identifying contextual meaning of words Reading and interpretations Asking to use the words in appropriate contexts.
Using Pre-reading questions to predict text D:Vocabulary Silent reading
message New words from the passage Checking students’ written works
Present a public speech Using context clues
Act out dialogue Using words to complete a text Reflective activities
Use the simple past tense Phrasal verbs(These should be explicitly taught explicitly in clear contexts: plan
ahead, pull off, plan on,
Talking about the past using a range of structures
Use the correct expressions for complimenting
plug in, plug in/into, plug up, point out, point to, print out, plan for) Using contexts to identify the meaning and use
-Answering reading comprehension questions. E. Writing grammatical items and new vocabulary.
Using inference and reference skills
Use skimming for gist The writing process
Using scanning for details Inductive approach to learning/teaching grammar
Descriptive essay
Identifying implicitly and explicitly stated
F: Grammar:
information Generating ideas on the reading text
-Adverbial clauses of time
Guessing contextual meaning of words from the
-Adverbial clause of place
passage Using the pre, while and post reading activities .
-Adjectives
-Order of adjectives in a sentence
Use clause of time
-Adverbs and their categories
Modal auxiliaries (discussing verb categories: auxiliary verbs that include verb to be, verb to have and modals ,
Writing business letters
and action verbs, etc.)
Writing narrative essay
Verb to be’s: am, is, are, was, were
Using the verb wish to talk about the present,
Verb to have: has, have ,had
future and the past
Modal verbs: Can, could, may, would, will, etc.
Action verbs: verbs showing actions ,etc.
Identify and use various types of modal
auxiliaries
Tag questions (Present tag questions with different modal verbs; e.g. May, would , should, would, must, need to ,
Use tag questions correctly
have to , ought to, had better, would rather, etc.
Include types of questions. E.g. Wh-word questions and auxiliary verb questions. )
What, who, when, why, How, Who, Where, etc and Do, Does, Can, Is, etc.
What would you like to have?
Do you like coffee?
Is he willing to come ?
Can you help her ?
etc.
G. Extensive Reading

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Unit Eight: Efficiency of health services(16 periods)

Learning outcomes: At the end of this unit the learners will able to:

 Listen and reflect on the message of the text.

 Listen and argue for /against
 Listen and identify important information
 Listen and re-tell
 Listen and take notes to summarise the story
 Identify the gist and details of reading texts
 Predict the message of the reading text
 Use skimming and scanning to figure out text message
 Use contextual clues to find the meaning of new words.
 Identify and use quantifiers accurately
 Interview and give oral report
 Identify expressions for talking about purpose
 Involve in panel discussion and present speech.

Language focus

Listening: Listening to lectures and taking notes, synthesizing information to create a similar story,
Speaking: Debate, Panel discussion, conducting interview, expressing Purpose
Reading: Authentic texts such as Newspaper, magazine, Articles, etc. related to farming in
Ethiopian/irrigation
Vocabulary: Words related to health service and medicine HIV/AIDS.
Writing: Writing argumentative Essay
Grammar: Adverbial clause of purpose, Reported speech, Passive voice.

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Competencies Language Items/contents Learning Strategies Assessment

Unit Eight: Efficiency of -Prediction
Predicting the message of the listening text Health Services -Problem solving Checking the notes taken
using background knowledge A:Listening -Analyzing from the lecture
Listening text 1: Listening -Synthesizing
Listening to lectures and taking notes to lecture -Active learning Asking to reflect on the
Listening and synthesizing information HIV/AIDS -Learner centred approach information from the lecture
Listen and rewriting the text Lecture on HIV/AIDS -Discussing (Pair/group)
-Note taking and summary -Note taking Evaluating the oral report
Writing a summary of reading and writing -Note making Assessing group discussions
listening texts -Listen and summarise -Applying the information to write Giving written quiz
-Listen and re-tell a summary
Conducting oral interview B. Speaking -Taking notes from the lecture Assessing the use of
-Debate(Conducting debate --Interviewing a partner, skimming and scanning
on the pros and cons - Giving oral presentation/Report techniques
Presenting speech premarital sexual practice: -Panel discussion on the
E.g. Sexual practice before responsibilities of the youth in Asking to use the words in
Using passive voice accurately marriage is good/bad ) combating the spread of HIV AIDS appropriate contexts.
-Panel discussion, -Refutation and logical
-conducting interview( Pair presentation of ideas Writing text summary
Presenting reasoning and arguments interview: E.g. How to stop -Critically reading of the passage
logically the spread of HIV/AIDS- -Evaluating the text
What do you think can the -Using contextual clues
youth do to stop the spread of -Using inference and reference Checking completed written
HIV/AIDS in Ethiopia? etc.) -Skimming and scanning works
Students interview each -Annotating and underling Assessing written work
Skimming to find the for gist of a reading other/in pairs, organise the important points
text response and give report to
Scanning to locate specific details the class on the result of the
Identifying implicitly and explicitly stated interview they have made
information with their partners.
Locating general and specific information Social expressions
Organizing information to conduct debate Expressions for interviewing
Providing logical reasoning in the debate someone.

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E.g. What do you think…

Guessing contextual meaning of words -How can you…
from the passage -Can you…
-Can you…
-Who do you think is
Identify signal words for purpose clauses responsible for…
Identifying cohesive device -In your opinion…
Expressing purpose etc
C. Reading
Use reported speech correctly Prevention of chronic and
Infectious Disease
Use the appropriate tenses in changing -pre-reading, while reading ,
direct speech to reports speech. and post writing
-Skimming and scanning
Apply active and passive voice to talk -Prediction
about health issues and others. Locating explicitly and
implicitly stated information
Reading and summarising
Annotating
Inference and reference
making
D. Vocabulary
-Guessing new words from
context
-Vocabulary learning
strategies
-Using new words to
complete a text
-Phrasal verbs(These should
be taught explicitly in clear
context:pull out, pull over, put off,
punch in, punch out, put away, put back,
put down, put in, pull through)
E. Writing
Writing the report of the

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interview
-Cohesive devices
-Mechanics and Punctuation
-Argumentative essay
F. Grammar
- Adverbial clause of
manner
- Passive voice(with all
tenses)
- Adverbial clause of
comparison
- Quantifiers(quantity,
quality, singular and
plural nouns)
G. Extensive Reading

Unit Nine: Indigenous Conflict Resolution (15 periods)

Learning outcomes: At the end of this unit the learners will able to:

 Listen and explain textual information

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 Identify the salient points to write a summary

 Listen and argue for or against the position of writer
 Use background knowledge to predict the message of the text
 Skim for gist and scam for details
 Guess the meaning of unfamiliar words using context clues
 Apply textual information to prepare an oral presentation.
 Remember the salient points to retell the story
 Identify the thesis statement of an essay
 Use different kinds of adverbs accurately
 Fluently use phrasal verbs in speaking and writing
 Ask for clarification and apology.
Language focus
Listening: taking notes ,writing a short summary, analyzing and synthesizing information
Speaking: Asking for clarification, Apologizing, Debate, Public speech
Reading: Authentic texts such as Newspaper, Articles, etc. related to conflict management/ resolution
Vocabulary: Levels of word meaning (antonyms, synonyms, etc.), collocations, Phrasal verbs, idiomatic expressions
Writing: Writing thesis statement, using cohesive device, writing informative text
Grammar: Nominative and accusative cases (relative clause), adverbial clause of place, past continuous tense and past perfect
continuous tense
Competencies Language Items/contents Learning Strategies Assessment

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Unit 9: Indigenous conflict resolution

Listening and discussing A:Listening Active learning Checking the important information jotted down
Listening to locate the gist and details Listening text 1: What is indigenous conflict Resolution? Learner centred approach during the lecture
Listening to lectures and take notes  Lecture on the concept of indigenous knowledge Prediction
 -Listening and taking notes Asking learners to reflect on the information in the
Taking notes from listening and creating a similar story.  -Summary writing Taking notes from the lecture while listening to the lecture listening text
Listening text 2: The roles of indigenous knowledge in conflict
Using information from listening text to retell a story resolution. Applying the information to write a summary
- Activating background knowledge using Pre-listening,
-Lactating explicitly stated information while listening Discussions. Assessing group discussions
Listening and identifying salient points -Analysing the text to figure out implicitly stated information during the post listening tasks
Identifying the gist and details from the listening text -Group discussion Activating background knowledge
Recognizing the writer’s intent -Note taking and summary writing Assessing the use of skimming and scanning
-Re-writing and re-telling the story Pre while and post listening / reading//writing strategies techniques
B. Speaking
Asking for clarification when information is not clear. -Asking for clarification Presentations Asking to use the words in appropriate contexts.
Asking for apology
Identify expressions for asking information Debate, Debating
Identifying expressions to ask for clarification. -Public speech presentation Writing text summary
Identify expressions to ask for apology -Asking for information Critically reading of the passage
Ask for apology - Public speech
Using the appropriate expressions to ask for clarifications C. Reading :Strategies for conflict Resolution Evaluating the text
pre-reading, Checking completed written works
Conducting a public speech on a given topic while reading Skimming and scanning Assessing written work
post reading
Organizing information and reasoning logically and refuting in debate -Skimming and scanning
-Reading for gist Summarizing
-Reading for details
-Reading and summarising
-Inference and reference making Analysing and Synthesizing information to create s tory.
D. Vocabulary
New lexical items from passage Dialogue to express purpose
Reading to get gist and the details (skimming and scanning). Using context clues to guess meaning
Sense relations: Synonyms and Antonyms, Collocations
Identifying implicitly and explicitly stated information -Idiomatic expressions
Locating general and specific information
put out, put past, put to, put
Phrasal verbs (These must be taught explicitly in a clear context: (
Identify and use indigenous strategies for resolving conflict together, put up , put up to , put up with, rip up, ring up, rip off Using context clues to find the meaning of new vocabulary
)
Guessing contextual meaning of words from the passage. E. Writing
Identify and use collocations cohesive device
Identify and use phrasal words expository text
Identifying expressions for telling purpose Thesis statement
F. Grammar Expressing the case to which relative pronouns belong
Expressing purpose. Nominative case and accusative case
Past continuous tense and past perfect continuous tense
Identify a thesis statement from an essay .G. Extensive Reading
Write a manageable thesis for an essay The values of indigenous knowledge

Differentiating topic sentences and thesis statements

Unit Ten: Artificial intelligence (15 periods)

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Learning outcomes: At the end of this unit the learners will able to:
 Listen and take notes
 Listen and evaluate the information in the text
 Synthesise the textual information and create similar story
 Identify the salient points and write text summary
 Use background knowledge to predict the message of the text
 Skim for gist and scam for details
 Guess the meaning of unfamiliar words using context clues
 Remember the salient points to retell the story
 Use conditionals, present simple tense, present continuous tense, Simple past, past progressive, present perfect, past perfect,
simple future and future perfect, and different types of adverbs
 Use punctuation marks correctly

Language focus

Listening: Listening and arguining, writing short summary, to analyze and synthesise information
Speaking: Expressing compliment and praising, Debating, presenting oral speech
Reading: Authentic texts such as Newspaper, Articles, etc. related to artificial intelligence
Vocabulary: Words related to modern technology, artificial and human intelligence, phrasal verbs
Writing: Report writing, Punctuation marks, Descriptive text writing
Grammar: Review of the conditionals, simple present, present continuous, simple past tense, past progressive, present and
past perfect, the future perfect and types of adjectives and adverbs

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Competencies Language Items/contents Learning Strategies Assessment

Unit 10: Artificial intelligence
Listening and arguing A:Listening Predicting Checking the important
Listening and evaluating information Listening text 1: What is artificial Using pre, while and post information jotted down
intelligence? listening, reading and writing during the lecture
-Listening and taking note from strategies
Listening and taking note from a lecture or lecture Asking learners to reflect on
any presentation Note taking and Summary writing Evaluating texts the information in the
Listening and Retelling listening text
Listening and criticizing texts Listening text 2: History of Taking notes from the lecture
Industrial Robotics in the 20th while listening to the lecture
Using notes from lecture to write summary Century Making notes from written
Organising idea and retelling a story pre-listening, source Assessing group discussions
while listening Applying the information to
Synthesizing information and creating a post-listening write a summary
story  -Listening for gist and details Synthesizing the information Assessing the use of
 -Listening and filling charts to create a story skimming and scanning
Predicting text message using background  B. Speaking techniques
knowledge  Expressing dissatisfaction
 Debate Asking to use the words in
.Using appropriate expressions to  -Dialogue appropriate contexts.
compliment someone  - Public speech
C. Reading : The Impact of New Discussions(Pair work/Group
Preparing and presenting a public speech Technology on the Labour work) Asking to write text summary
Market Individual work
Praising by using appropriate expression Pre-reading, while reading and Dialogue

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Conducting a debate on a given topic post reading activities

Skimming and scanning Checking completed written
Write journalistic reports Reading for gist Using contextual clues works
Use reported speech for writing news Reading for details Assessing written work
report Inferring information inferring
Conducting a public speech on a given D. Vocabulary Skimming and scanning
topic Guessing contextual meaning of
Reading a passage and reflecting on the new words
message. -Formation of adjectives and
Using the new vocabulary words from the adverbs
passage for their writing and speech. -Homophones and homographs
-Phrasal verbs(These should be
taught explicitly in clear contexts:
Reading and evaluating or criticizing (rule out, run across, run around,screw on, run
into, run out, run over, run up, run down) Peer assessment
E. Writing Checking group pair work
Adjectives for descriptive writing
Reading to get gist and the details -Describing place, people and
(skimming and scanning). things
Writing an article /report to a radio
Identifying implicitly and explicitly stated broadcast
information Review of all types of punctuation
Locating general and specific information marks.
F. Grammar
Guessing contextual meaning of words -conditionals(Review)
from the passage. -Review of all types of tenses Evaluating dialogue and
-Types of adjectives debate
Identify homophones and homographs -Adjectives for descriptive writing
Identify the types of adjectives and -Adverbs and their types
adverbs -Review of reported speech for
Use appropriate adjectives for descriptive report writing
writing .G. Extensive Reading
Asking oral questions
Write an article for radio broadcast

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Produce descriptive text

Use punctuation marks correctly
Use phrasal verbs correctly. Giving written test
Use all tense types correctly

Giving and checking written

exercises

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English Syllabus for

Grade 12

Introduction

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Grade 12 is the stage that secondary school students devote most of (or spoken sources) will be used to raise issues on the topic of the
their time to prepare themselves to take the University Entrance unit so as to attain the plan language learning competency.
Examination. Consequently, at this stage it is expected that the
lessons delivered to them should not only focus on the pressing Having said so, the syllabus for grade 12 has ten units that discuss
issues that have long term impacts on students’ personal lives, but ten important topics derived from the five crosscutting issues. Each
also give due emphasis for the immediate purpose of constructing unit is categorized into six sections namely listening, speaking,
confidence and safe feelings in students to be ready for the entrance reading, writing, vocabulary and grammar. Furthermore, under each
exam. Due attempts have been given to include the national pressing section various learning tasks, strategies, activities and revision
issues and the 21st century core skills to design English syllabus for exercises have been attempted to be included to help learners and
grade 12. Interest striking topics are selected from these issues and teachers contribute their own portions in the learning and teaching
core skills to help students engage in using English language for their process. Since the final goal of English language pedagogy in our
personal and academic lives. At every juncture of the lesson, context is making our learners competent users of the target language
important learning strategies and activities have been suggested to be for their communication and academic purpose, a portion of lesson
used by the students and English language teachers in a given time delivered to them mainly focuses on achieving the minimum learning
so that students are able to achieve the learning outcomes and competency stated in the syllabus.
develop the ability to employ the learned knowledge, skills and In short, in grade 12, 4 periods per week are allotted. The sum total
behavioral changes. of the periods per year will become 156. The allotment of the periods
To do so, first topic-based approach has been employed to is not equally sorted. For instance Units 3, 6 and 9 require 16 periods
incorporate the major crosscutting themes, core skills and indigenous since in these units, additional activities that require 2 periods for
knowledge in the teaching learning process. In order to attain the revision exercises and 2 periods to do model activities are included
minimum learning competency that is required from grade 12 to ease learners feeling for exam preparation. For the remaining
students, the designers have tried to reconcile the linguistic skills and periods 15 periods are assigned. When this period are put in hours,
communicative competence activities using integrated language learners at grade 12 have 4 hours per week and 117 hours per year to
skills approach. No discrete form of language item has been included attend learning English. If students are advised to allot 3 hours per
though subsections of a unit have been named after the required week to do assignments and projects and to study the subject, each
language skills. This is to say that competency-based approach is the student will attain the desired outcomes.
guiding principle of designing this syllabus. This is to say that
though the language skills are used to name the subsection of the
unit, it does not mean that learners are urged to acquire separately.
The intention of naming the section using language skills is simply to
sort the lesson in a manageable size. Therefore, for instance, if the
subsection of the unit says “Listening”, various sources of listening

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Unit One: Sustainable Development (15 Periods)

Learning Outcomes:

At the end of this unit, learners will able to:

 Explain their view towards sustainable development using information they receive from the listening and reading texts
 Talk about sustainable development process in Ethiopia using vocabularies and expressions they get in the texts
 Use wordbusting strategy to guess the meaning of words in the context
 Use simple tenses to explain the historical development of sustainable development
 Correct sentences to make them free from common mistakes.
 Write words in correct order to create sentences
 Analyze model paragraphs to identify the structural element of a paragraph
 Interpret data presented in chart

Language Focus

Listening: Growth Vs. Surrounding (listening for gist + Particular information); Development Observed in My Surrounding (note making);

Speaking: Public speaking (comparing and contrasting ideas); Sharing Ideas (Pair discussion)

Reading: Sustainable Development Goal (Skimming and Scanning); Sustainable Development in Ethiopia (Intensive Reading)

Vocabulary:Context Clues; words from the text; Introduction to verbal reasoning activities

Grammar: Simple past, Simple present and Simple future tenses; Transitional expressions; Comparison and Contrast Fragments

Writing: arranging sentences; analyzing model paragraph; Interpreting Charts

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Competencies Language aspects/Contents Learning Strategies & activities Assessment

Listening Students listen to a short talk  Checking the answers provided
Listening Text A: Development carefully to identify the gist by students for skimming and
Observed in my Surroundings  Pronouncing list of words about scanning
 Listen to a talk and tell the  Lists of words about development
main ideas development  Listening for the gist
 Listen to a talk and identify  The gist of the text  Listening to particular
specific details  Particular information information  Observing learners while
from the text presenting their response to
Listening Text B: Growth Vs Learners listen to a text that compare other students in group
 Listen to the public talk and Development and contrast terms and jot down discussion
identify the purpose of the  Listening to identify purpose discourse markers of expressing
speaker of the speaker comparing and contrasting two items
 Discourse markers of
compare and contrast terms Learners prepare a short note to their  Checking if the learners are able
oral presentation and rehearse and to use the common expressions
grasp the idea of their talk: and connectors of terms for
 Using comparison (similarity) comparison and contrast
expressions (as…as/not so …
as/more(less) than/similar
to/the sane as
 Using contrast expressions
such as
Although/though/even
though/but/yet/while
Speaking
 Use common expressions of  Public Speaking Students enlist the common  Listening to oral presentation of
opening, progressing and  Common expressions expressions of comparing and representatives after group
closing a public speaking.  Procedures of sample contrasting for further use. discussion & giving feedback
 Present a public talk following public talk
the common procedures.  Sharing Ideas
 Growth and Development Learners first listen the issues raised
 Share ideas on development using ways of expressing by friend and share their ideas on the  Peer feedback - Ordering
issues in the free discussion comparing and free talk held with partner learners to exchange their note
made in pair Contrasting book and check their friends
attempt

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Reading  Collecting students’ exercise

Text A: Sustainable Development Pre-reading – brainstorming book and check whether they
 Skim a passage to tell the main Goals questions done individually first then are able to respond accordingly
idea of the text  Words related to Goals such as discussion in group and study and giving them correction
 Scan the passage to identify Vision, Mission, Goal, meanings of words in line with goals
specific information about the Objective, Purpose, While reading - to skim and scan
sustainable development goals  Reading for main ideas information and -reading to identify  Correcting learners’ attempt
 Tense items used in writing Tenses used in the text made on their notebook.
 Discuss over the pre-reading Post-reading – Comprehension
activities questions to be done individually
 Give response to the post before sharing answers
reading questions taken from Text B Sustainable Development
the passage. in Ethiopia Silent reading to answer questions for
 Intensive reading intensive reading purpose (Individual
work).
Group Discussion - Learners compare
the answers they provide for the
detailed questions.
 Use common and personal  Common Abbreviations and Pair work to identify abbreviations
abbreviation when taking and acronyms used in the term and acronyms
making a note Sustainable Development
 Use tenses to produce their  Common tenses used to write Pyramiding – individually identify
own sentences. on the issue related to tenses used in the text, pair discussion
reviewing progress (Present and group discussions
Simple, Present Perfect and
Past Simple Tenses) Learners individually collect words
 Match words with their  Matching words taken from from the texts and guess first the
meaning. passage with their meanings meaning of words from the given
context and the match with their  Checking learners’ attempt on
meaning vocabulary activity done on
Vocabulary exercises book and giving
 Tell the meanings of words  Context Clues Learners use word busting strategy. feedback
guessing from the context. Learners develop short note on verbal
 Solve verbal reasoning  Verbal Reasoning reasoning.
questions. Discussion on the ways of asking  Using peer assessment – to give
verbal reasoning questions feedback on grammar items

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Project work - Learners are told to

Grammar read reference note given on
 Identify common expressions  Comparison and contrast  Comparison and contrast
of comparison and contrast.  Sentence fragment
 Correct common mistakes of  Sentence Fragments Individual work – Learners are
constructing sentences due to instructed to identify fragments and  Collecting learners’ exercise
sentence fragment. rewrite them to make correct books to check whether the
sentence. students are able to provide
correct answer for writing tasks
Writing Learners rearrange the jumbled words
 Construct correct and  Words Rearrangement to create correct sentences.
acceptable English sentence.  Identifying and Correcting
fragments

 Analyze model paragraphs  Analysis of Model Paragraph Learners first read the paragraph
giving emphasis on the carefully. Then, they are ordered to
organization of a paragraph. identify the:
 topic sentence, topic,
 supporting details,
 concluding sentences,  Self-assessment – learners
 cohesive devises and attempt to do questions on
 method of paragraph extensive reading section
development.
 Reflect on a long passage to Extensive Reading: Individual reading and reflection on
show their understanding and  Stories about Success in the story about success in human lives
appreciation. Human lives

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Unit 2 Time Management (16 Periods)

Learning Outcomes

At the end of the lesson, learners will be able to:

3. Explain the message of the passages about time management

4. Identify common expressions of result and the verb wish
5. Talk about their time management skills in their personal and academic life.
 Correct common mistakes in writing a text
 Produce as many words as they can from long words
 Arrange paragraphs to create a coherent essay
 Identify letter types
Language Focus

Listening: What is Time Management (Listening for the gist and for the specific information); Procrastination (listening for details)

Speaking: Oral presentation; Group discussion

Reading: Time Management and Productive Skills; Cultural View of Time Management

Vocabulary:Word game; Analogy Exercise

Grammar: Expressions of Result and wish, Continuous tenses (past, present and future continuous tenses)

Writing: arranging paragraphs; Writing Letters – (Forma to Informal letters)

Revision Exercise: Model Test that include Reading comprehension; vocabulary; grammar; speaking and writing activities

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Competencies Language aspects/Contents Learning Strategies & activities Assessment

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Listening
Listening Text A Pre-listening tasks – individual
 Pronounce list of words. Time Management Skills work on brainstorming questions Asking students to check if
 List of words in relation & discussion in groups and they are able to identify the gist
to time management reading aloud words taken from of the listening text.
 Tell the main idea of a text skills the listening passage
presented in any form of  Listening for gist
spoken source. While listening – Listening for the
Listening Text B main and particular ideas Correcting students’ attempt of
 Jot down particular Procrastination jotting down specific
information from spoken  Listening for the detail Post-listening tasks – to answer information from the listening
source. information comprehension questions and text.
 Tell meanings of words.  Words used to indicate reflect on points asked in open-
procrastination ended items

 Use appropriate procedures Speaking

of oral presentation.  Oral Presentation Learners prepare short note, Using rubric to check whether
 Use common expressions to cohesive devises and rehearse main points and present they are able to use the
indicate result. transitional expressions of orally their talk using cohesive procedures of public speaking.
result devises and transitional
expressions of result
So/such (a/an) …… that
So
 Use the target language in For this reason, as a result,
their discussion. therefore, consequently
 Group Discussion Pyramiding: Learners do Observing group discussions by
Express result of managing activities individually, and then moving from group to group
time in one’s life they share their response in pairs. and giving immediate
Use common expressions of They discuss in small group before feedback.
result clause they join and discuss in big group.

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Reading
 Use some of the techniques Individual work – Skimming and Checking whether students are
of note making from the Text ATime Management and Scanning - Learners practice able to make short note from
given written source. Productivity Skills making short note using the written source using
techniques of making a note. appropriate note making
 Short note on written Learners individually collect strategies and commenting their
source words that are new for them from attempt.
 Vocabularies related to the passage and look up meaning
Time Management from the dictionary & group
Text B: Cultural View of Time discussion
 Comprehend a passage. Management Walk around the class whether
 Reflect on a text. Learners read the passage learners are silently reading the
 Tell the use of tenses used in  Intensive Reading individually and do post reading passage and provide answers to
a text.  Reflection activities activities. the post reading questions.
 Tenses used in the text Give correction and feedback
when learners submit their
Learners practice constructing response.
 Produce many words from a sentences after enlisting
given word Vocabulary transitional expressions of result Whole class reflection to check
 Word Game (so/such(a/an)…that…) whether students carry out
Learners individually practice tasks and giving correction
producing words from other
words. Then, they follow rules of Peer assessment before
game:- teachers’ feedback.
e.g. Word Game 1
 Produce as many words as you Checking if the students are
can from the word ‘dictionary’ able to identify run ons and
within 2 minutes following the correct them.
rules below. A student who
produce more words than others Making a student write the
will be the winner: words he produces on the
R1: Move forward and backward. board.
e.g. on; an; any

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R2: Don’t repeat unrepeated Giving additional words that

letters: e.g. add X; carry X can be produce from the given
R3: Don’t add letters which are word “dictionary’.
not found in the word
‘dictionary’. e.g. eat X; for
 Identify ways of solving In pairs, students read the note
analogy activities. given on the features of solving Check whether students
 Analogy Exercise (Note analogy questions (Books – SAT; develop short note on the ways
on the various features Verbal Reasoning, etc). of tackling analogy activities.
of answering analogy
 Construct sentences using questions. Learners practice constructing
transitional expressions of Grammar sentences that express wish after
result.  Expressing Result studying carefully examples on Collecting learners’ attempt
 Expressing Wish various statement patterns. and giving feedback.
 Express their wish using  The Statement Patterns, Learners study the list of verbs
statement patterns of the Verb Wish, and its tense that come before gerund.
Verb Wish.. and time patterns Learners study the given examples A model exam which includes
of texts with run on sentences. at least 40 questions but
 Identify verbs followed by  Verbs followed by Learners practice ordering jumbled checking
gerund. gerund paragraph to create an essay. out of 20
 Identify run on sentences in  Run On Sentences Learners develop short note on
the text. letters from reference materials.
 Rearrange jumbled Writing
paragraphs to produce an  Jumbled Paragraphs Learners practice mapping model
Essay essay to identify the organization
 Identify types and format of of essay and the place of thesis
letter  Letter Writing statement.
Learners study the model letters
and identify formats Checking whether all students
Extensive Reading are able to rearrange jumbled
Passage about Time essay.
Management
Revision Exercises

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Unit Three Evidence on Road Traffic Accidents (15 Periods)

Learning outcomes

At the end of this unit, learners will be able to:

8. Express their opinion towards the evidences on road traffic accidents of some countries
9. Tell the main ideas and specific points of the listening and reading passages
10. Solve the puzzle asked in the form logical and verbal reasoning questions
11. Express their opinion on the issue raised
12. Create analogical relationship between words
13. Construct sentences on the discourse markers taken from the listening and reading passages
14. Write a narrative essay of three to five paragraphs on the incidents they come across using transportation
Language Focus

Listening: Data on Road Traffic Injury; Who is at Risk Road Traffic Accidents?

Speaking: Expressing Opinion (Asking for and giving opinion)

Reading: Magnitude of Road Traffic Accidents; Evidence of Road Traffic Accidents in Africa; Critical Reading of Situations;

Grammar: Tense balance in Conditionals; Participles and Participle phrases; Misplaced modifiers;

Vocabulary:Words from the passages; Analogy Exercise; Sentence Completion

Writing: Correctly arranging Jumbled sentences; Narrative Essay;

Competencies Language aspects/Contents Learning Strategies & Activities Assessment

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Listening
Listening Text A: Skimming and Scanning Strategies Checking if the students are able
 Listen to a talk and tell the Data on Road Traffic Injury - Learners practice grasping the to get the main idea and identify
gist of the talk.  List of words from the text main idea of the talk and particular information of the
 Listen to a talk and arrange  Questions asked on the gist identifying important specific listening texts.
particular information in and Specific information information – While listening
sequence they are found in a Listening Text B tasks Collecting learners’ exercise
talk. Who is at Risk? Post listening tasks - Learners books to check if they are able
 Explain the content of the  Questions asked on the practice listening to and taking to respond correctly and giving
listening text. detail information note on detailed information from written corrective feedback
the listening text. after checking.
Speaking
Expressing opinion Learners practice expressing their Checking if the students are
 Produce dialogue using opinion using the common able to use common
common expressions of  Common expressions of expressions given: expressions of asking for and
asking for and giving Ask for and giving opinion Expressions of Ask for and giving giving opinions in their
opinions.  Sample Dialogues opinion conversation presented in the
 Express their opinion using Example – Ask opinion whole class.
common expressions of  What is your opinion …?
asking for and giving  Do you tell me your view … Ask learners individually to
opinion  What do you feel/think? express their opinion using
Example – Giving Opinion expressions appropriately.
 I personally feel …
 Predict the main idea of the Reading  As far as I’m concerned
passage based on the pre- Reading Text A  etc.
Magnitude of road traffic Pre-reading tasks – Oral presentation to check if
reading tasks. the students are able to get the
 Skim and tell the gist of a Accidents While reading – skimming and
 Questions asked on skimming scanning - Learners practice quick gist and particular information
reading text. from the reading text.
 Scan and sort particular and scanning tasks reading strategies
information from the reading  Selecting vocabulary Post-reading tasks – Individual
passage. work before group discussion
Reading Text B Telling students to exchange

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Evidence of Road Traffic Learners practice detail reading their exercise book and
Accident in Africa skills to provide response for the comment on their friends
 Questions on detail reading post reading tasks attempt.
 Analyze a text and reflect on
detail information of that Learners write on their note book
text.  List of tenses used to indicate work to tackle the puzzle asked on
 Produce sentences using evidence the given situation
tenses that indicate evidence.  Expressions of opinion and Checking if the students are
 Describe expressions of facts used in the passage Pyramiding – Individual work – able to do logical reasoning
opinion and facts. Critical Reading pair work – Group discussion exercises.
 Logical Reasoning Critical reading strategy to
Activity respond proper answers for logical Giving direct corrective
reasoning activity. feedback after the task is done
Example individually.
 Solve puzzle asked in the Read the following situation to
form of logical reasoning answer the questions Observing pair and group
activity. There are six people, A, B, C, D, E discussion.
and F, and six professionals Farmer,
Merchant, Pilot, Hostess,
Accountant, and Lecturer. In this
blood relations group of people, there
are two fathers, three brothers, a
mother and a sister:
 C whose father is a pilot is the
sister of F.
 B who is a merchant is the
brother of E’s husband whose
father is a farmer.
 D who is the father of A and B is
the grandfather of F whose sister
is an accountant.
 C whose brother is a lecturer is
the daughter of E whose
occupation is hosting in a plane.
1. Who are the three brothers?

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A. B, D and C D. A, B and F
B. D, B and A E. D, A and F
C. C, D and E

Vocabulary Learners collect new words from

 Tell the meaning of words  Words from the texts the passages and guess the
taken from the passages meanings from the context or look
up from dictionary. They share Check whether students collect
 Use features of analogy responses with other students words from the give texts
based on Synonyms and
antonyms. Learners practice analogy
 Analogy exercises 1 exercises of using
 Guess meaning from the  Synonyms
given context.  Antonymsfeatures
Learners practice matching words Giving correction to students’
Cloze test questions on with meanings after guessing them attempt after checking the
Sentence Completion from the context answers put forward by them.
activity
Grammar Learners do exercises on balancing
 Tense balance in tenses in both clauses of Giving take home assignments
 Use proper tenses in the conditional sentences conditional sentence. that is collected and marked out
main and if-clauses of of 10 and returning to students
conditional sentences. Learners read and prepare short to get feedback.
 Participles and Participle note on Participle using grammar
 Combine two or more phrases reference materials. Order students to combine
sentences using participle Learners are given examples with sentences using participle
phrases misplaced modifiers and ways of phrases and share responses
 Misplaced Modifiers correcting them. with partners.
 Correct errors in sentences Example
results in misplaced  The woman bough a car Checking is students are able to
modifiers. whose husband is a doctor. identify and correct misplaced
modifiers.
Writing Learners train themselves to
logically order sentences.

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 Jumbled paragraphs of a Peer feedback - Order students

 Order jumbled paragraphs to narrative essay Learners follow the ways how to to exchange their exercise
create coherent narrative compose narrative essays and books to check friends’
essays write a narrative essay of 3 to 5 attempt.
 Writing a narrative essay paragraphs. Checking whether students
 Compose narrative texts of 3 provide the correct answer and
to 5 paragraphs using giving feedback.
appropriate organization Giving written feedback
Silent individual reading. Giving indirect written
Extensive Reading Oral reflection based on the open corrective feedback.
 Extracts on car accidents ended questions asked on the
from a novel or short passage. Oral presentation on the
stories extensive reading task
 Open ended questions for
reflection

Unit Four Natural Resource Management (15 Periods)

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Learning Outcomes

At the end of this unit, learners will be able to:

4. Explain what they understand about natural resources from the information compiled in the texts
5. Use words taken from the passage to construct sentences
6. Construct complex sentences balancing the tenses used in both clauses
7. Construct sentences free from dangling modifiers
8. Deliver a public talk on natural resource management using transitional expressions of agreement and reason
9. Compose an expository essay of 3 to 5 paragraph on a given subject
Language Focus:

Listening: Ownership of Natural Resources; Community-based Natural Resources Management; Note taking;

Speaking: Expressing agreement (agreement; partially agreement; disagreement); Expressing Reason;

Reading: Integrated Natural Resource Management; Natural Resource Management;

Vocabulary:Words from the passages; Analogy Exercise 1 on Degree of Intensity; Sentence Completion

Grammar: Tense balance in Sentences with adverbial times; Adverbial words/phrases of Reason; Dangling modifiers;

Writing: Correctly arranging Jumbled paragraphs; Expository Essay;

Competencies Language aspects/Contents Learning Strategies & Activities Assessment

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Listening Checking learners’ notebook and

 Pronounce words taken from Listening text A Pre-listening tasks - Reading aloud giving feedback on their attempt
listening texts. Ownership of Natural to pronounce words taken from
 Construct sentences using Resources texts.
list of words.  List of words taken from While-listening tasks - learners give
 Explain the main ideas of a the listening text due attention to identify the gist and
talk.  Questions on listening for particular information of the Checking if the students are able
 Arrange specific information the gist listening text. to identify the purpose of
according to the sequence  Questions on listening for speakers.
they are presented in a talk. particular information
Listening Text B
Community-Based Natural Post-listening tasks - Learners Assess oral presentation of
Resource Management listen carefully when the teacher students using rubric
 Note taking reads for the second times and take
notes.
 Take a short not from the Speaking Learners collect common starters of
listening text.  Expressing Agreement expressing agreement and Observing group discussions
disagreement from spoken moving from one group to the
reference books: other and orally comment on
Examples learners’ talk
 Identify common starters of Common Expressions:
expressing agreement or Agreement
disagreement. I completely agree…
I totally agree…
Partial Agreement Collecting learner’s exercise
I partially agree… books and checking using
I’m not sure … corrective written feedback on:
Disagreement
I completely disagree…
I strongly disagree …

 Expressing Reason
 Use transitional expressions Transitional expressions Learners refer a note on expressing

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of reasons in their of reasons reason given by the teacher and/or

conversation and written on reference materials.
composition. Example: Checking what learners write on
Transitional expressions of reasons: their note book after quick
Since/as/because reading of the text
due to/ because of/owing to
etc.
Reading
 Share their ideas to the Reading Text A Learners practice reading texts Collecting exercise books to give
group members on the issue Integrated Natural Resource quickly and fill in the gap to get correction on learners attempt to
raised. Management specific information answer the questions for post
 Reading for specific reading tasks.
information
Reading Text B
 Make a short note from Natural Resource Management Learners practice detail reading Checking if learners are able to
written sources in Ethiopia strategy. orally tell the meaning of words
 Detail reading taken from the text and tell them
Learners read texts to answer the to compare what they write with
 Post reading tasks post reading activities. the given meaning.

 Use the words taken from Vocabulary Orally Response - tell the
the passage to construct  Words form the passages Learners select words and look up meaning of words taken from the
sentences their meaning from dictionary. text and tell them to compare
 Use features of analogy what they write with the given
based on degree of intensity.  Analogy exercises 2 meaning.
Learners practice to give answers to
 Complete the incomplete analogy exercises based on degree Giving take home assignment that
sentences.  Sentence completion – of intensity. includes at least 20 questions that
using words taken from Learners practice using words will carry 10 points.
passage selected from the passage to fill the
gap in sentences.
 Use appropriate tense and
time pattern in sentences Grammar Learners learn to develop their own

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with adverbial clauses of  Tense balance in Time note on tense balance in adverbial Give written feedback on the
time. clauses Transitional clause of time. Subordinate clause exercise on dangling modifiers.
words/phrases of time headed by:
 Identify the dangling clause  After
modifiers from the  Dangling Modifiers  Before Peer feedback – Telling learners
sentences.  When to exchange their letters and
 While, etc giving feedback
Learners identify incorrect group of Collecting learners’ attempt and
words that consist of dangling giving direct written feedback.
modifiers.
 Correct dangling modifiers Individual work to correct dangling Giving written corrective
to produce meaningful Writing modifiers feedback.
sentences.  Dangling modifiers Guided writing - Learners practice
 Write a paragraph to show composing a paragraph to interpret
the message of the data  Interpreting data on car a data.
given in the chart. accidents in Ethiopia  Interpreting data from the
table given on the
magnitude of road traffic
 Arrange jumbled paragraphs accident in Ethiopia Assessing group presentation
Rearranging activities using rubrics
 Jumbled paragraphs of Learners practice composing an
 Write expository essay on expository Essay
the given topic. expository essay.
 Expository Essay  Write expository essay on
 Demonstrate their Extensive Reading
appreciation to the story the topic about road traffic
 Story about Indigenous Learners are helped to engage in
about indigenous knowledge ways of Natural Resource
of managing natural project work in group
Management Learners read the story about
resources
 Do project work in group. indigenous knowledge of managing
Revision Exercises natural resources

Unit 5 Mechanized Farming (15 Periods)

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Learning Outcomes

At the end of the lesson, learners will be able to

G. Explain the economic and social value of mechanized farming

H. Take short note from the spoken sources on mechanized farming
I. Interview people to get information about mechanized farming
J. Present a public talk following important procedures from opening to closing the talk
K. Avoid wordiness in their writing and speaking
L. Construct conditional sentences using the correct tense balance
M. Write a letter to their relatives
N. Compose a descriptive essay on the given title
Language Focus:

Listening: Agricultural Mechanization; Mechanized Farming Tools; Note taking;

Speaking: Asking questions; Interviewing and reporting; public speaking;

Reading: Benefit of Mechanize Farming; Role of Mechanization in Agriculture;;

Vocabulary:Analogy Exercise 2 on manner; Words taken from the Passage used in various ways of expressions;

Grammar: Wordiness; Common Variations in Conditionals;

Writing: Completing sentences beginning with subordinate clause; Descriptive Essay;

Competencies Language aspects/Contents Learning Strategies & activities Assessment

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Listening
Listening Text A
 Predict the message of Agricultural Mechanization Learners train themselves to Checking if the students are
listening text by doing pre-  Pre-listening Activities guess what the listening text is able to get the gist, specific
listening tasks  While listening tasks to about. idea and detail information
 Find out the main idea and get the gist and specific Learners practice listening to get from the listening tasks using
specific information of the information the main idea and specific oral reflection to their attempt.
listening text. information from spoken
resources.
Listening Text B
 Take note from the spoken Mechanized Farming Tools Learners discuss the response Telling them to exchange their
sources.  Note taking they provided to the while and notebook and comment of their
post listing tasks. partners’ work.

Match the words taken from the  Word study words indicating agricultural Oral response from students.
listening text with the name of instruments
farming tools. e.g. Tractor, Combiner,
etc.
Speaking
 Report orally on the data  Ways of asking questions Learners practice to form
they collected via interview. Yes or No questions and questions using auxiliary verbs
Wh-word questions and wh-words
Example: Checking students attempt
 Using helping verbs whether they are able to
Does he do the task? provide response to the
Wish she reach on time? skimming and scanning
Have you had your lunch? activities
etc.
 Using wh-words – What;
How; Why; When; etc. Collect learners note book to
Where have you been? check whether they are able to

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Why did she go there? take note properly

Etc.
 Interview people using  Interviewing a person Learners first read the sample Comment on the interview
various ways of asking works on agriculture and questions used to interview others items developed by the
questions and report after the reporting – Using modal and then develop their interview students.
interview. auxiliary verbs items.
 Present public speech using
procedures of presenting  Public Speaking – Learners follow attentively when Assess whether students follow
public speaking – such as procedure to speak in the teacher and some students the procedure of delivering
greetings; acknowledging front of others – Modal speak in front of the whole class. public speaking.
audience for getting a verbs – Can; could; shall They take note on the procedures
chance to talk, brief self- should; will; would; etc… of delivering a talk
introduction, …
Reading Pre-reading questions to be
 Predict the content of the Reading Text A answered individually Check if learners are able to
passage after doing pre- Benefits of Mechanized Learners enlist the words from provide response to the pre-
reading tasks Farming the text while they read and study reading, while reading and post
 Word study taken from meanings from the context and reading activities.
the text use dictionary
 Skimming and Scanning Skimming and scanning strategies
 Identify the main idea and Post reading – whole class
particular information of the Reading Text B reflection Check if the students are able
passage after skimming and Role of Mechanization in Brainstorming – on list of words provide response to the
scanning. Agriculture Intensive reading using intensive reading activities.
 Types and function of underlining, highlighting, circling
mechanized farming tools important points and then practice
 Names of traditional identifying the correct answer
farming tools of Ethiopia within the given time.

Critical Reading Learners read the situation and Telling students to produce
 Analyze the given situation  Logistical Reasoning practice critically think over it to questions on the same situation
and solve the puzzle asked in solve the puzzle. and orally asking others.
the form of logical Example:

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reasoning. Kedir, Asaye and Naol are

classmates.

4. Kedir is the oldest.

5. Naol is not the oldest.
6. Asaye is not the youngest.
Which of them is the youngest?
G. Naol C. Naol
B. Kedir D. Naol & Asaye
 Create analogical Vocabulary
Learners work out analogy
relationship between words  Analogy exercises 3 – Giving take home activity that
exercises - They read additional
using the feature of manner. analogy based on using has 10 multiple choices
materials on forming from the
the feature of Manner questions which are checked
perspective of creating analogy
out of 5.
with the feature of manner.
Learners use intensive learning
strategies of vocabulary such as:
 Fill in gaps using words in Collect students’ exercises
8. Matching words with
various contexts.  Sentence Completion 3 - books and giving feedback
meanings
Vocabulary in various after checking each item.
9. Fill the gap in sentences using
activities
the words listed for matching
10. Use same words to fill gaps in
texts (paragraph or essay
Learners read the given note that
carries definition, example and
ways to correct wordiness. And
then they do activities.
Learners study first individually
 Identify wordiness from the Grammar Checking if students are able to
the note on the “Common
given sentence.  Wordiness correct wordiness using brief
Variations” of constructing
terms and giving written
conditionals.
feedback.
Example
 Use common variations of
Conditional I
conditionals in their  Common variations in Take home assignment which
 If; unless; as long as;

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speaking and writing. Conditionals provided that; on has at least 20 questions should
condition that be given and checked out of 10.
Conditional II
 Subject – verb inversion
Conditional III
 Subject-verb inversion
 If she had worked…
Had she worked …

 Correct wordiness to Writing Learners first read a note about

produce meaningful  Wordiness cohesive devices. Collecting students attempt and
sentence  Completing incomplete giving direct written feedback.
 Explain features of sentences using cohesive
descriptive essay.  Descriptive Essay devices of conditionals Telling students to submit their
 Arrange jumbled paragraphs 7. Jumbled Paragraphs Learners give time to plan and essay after writing the essay on
to create complete of descriptive essay write a descriptive essay on the piece of paper and giving
descriptive essay given title. indirect written feedback.
 Write descriptive essay with
3 to 5 paragraph. 8. Writing Descriptive
Essay Reflective activities on – features
Extensive Reading of descriptive essay, grammar Oral Presentation
 A story about Mechanized used in the extensive reading text
Farming

Unit 6 Green Economies (16 Periods)

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Learning Outcomes

At the end of the unit, learners will be able to:

4. Tell the gist and specific information of the listening and reading passages
5. Describe the theme of the passages about green economy
6. Ask for and giving advice using appropriate expressions
7. Construct sentences using words taken from the passages
8. Comprehend the meaning of the given sentences
9. Combine sentences using appropriate conjunctions
10. Compose a paragraph using compare and contrast method of paragraph development
Language Focus:

Listening: Green Economy Strategy; Inclusive Green Economy;

Speaking: Advice (Asking for and Giving Advice); Group Discussion (Green Economy Issues)

Reading: Economical Impact of Green Economy; Green Economy in Ethiopia; Logical Reasoning Exercise

Vocabulary:Words from the text; Analogy exercises; contextual clues

Grammar: Expressing purpose using transitional; Sentence Combination; Sentence Comprehension; Faulty Parallelism

Writing: Comparison and contrast paragraph; expository Essay about Green Economy

Revision Exercise: Model Examination (Includes every item just like the university entrance examination)

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Competencies Language aspects/Contents Learning Strategies & Activities Assessment

Listening
Listening Text A Whole class discussions on words Checking if the students are
Green Economy Strategy to taken from the listening text. able to get the main idea of the
Withstand Climate Change While reading tasks - Learners listening text and giving oral
 Tell the meaning of words  List of words form the practice listening a passage when feedback.
used in a listening text. listening text (10 words) being read quickly once to get the
 Express the cause and effect  List of common gist of the text.
relationships of variables used expressions of cause and
in a text. effect Learners listen to the text and
 Listen to a text and explain  Questions on listening respond to the post-listening tasks
specific details. for the purpose of and have group discussion on
identifying main ideas their response.
and specific information
Listening Text B
Advice on Inclusive Green Telling students to reflect on
Economy Whole class discussion on the post listening tasks.
 Describe function of discourse  List of discourse markers discourse markers
markers. used in the listening text Working in pair on common
 List common expressions of  Common Expressions of expressions of advice taken from
advice used by a speaker. Advice the text.
 Listen carefully and reflect on  Questions for Detail Post-listening activities
a talk. listening activities

Speaking
Advice In pair, learners prepare model Giving oral feedback to the
 Produce a dialogue about  Asking for advice conversation using expressions of presentation made in pairs.
asking for and giving advice.  Giving advice asking for and giving advice;
rehearse what they prepare and
Group discussion present to the whole class.
 Expressing purpose Learners participate in crossover Observe what the group
 Use transitional expressions using expressions of group discussions and share the representatives present to the
of purpose in sentences. purpose note they develop on expressing other group.

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purpose from grammar reference

book to other group through their
representatives
Example
 So that/in order that/for
Reading fear/lest
Reading Text A  In order to/to/so as to
Towards Green Growth
 Lists of words and Exercises accomplished in the Oral response to the pre and
 Predict what the reading text phrases relation to green pre-, while and post-reading tasks while reading activities.
is about. growth
 Infer meanings of words from  Questions for skimming While-reading - Learners skim
the contexts. and scanning the passage and scan the passage individually
 Questions to reflect on and give response to the
the message of the skimming and scanning exercises.
 Tell the main message of the passage
text.
Reading Text B
Green Economy in Ethiopia While reading - Learners Collecting learners’ exercise
 Reading comprehension individually read the text and jot books and give written
 Respond the comprehensions questions down expressions of purposes feedback to the learners’
questions.  List of expressions of attempt.
 Construct sentences using purpose in the reading Intensive reading strategy to give
common expressions of text answer to post reading questions.
purpose clause.
Vocabulary
 Words from the listening Peer discussion to share the
 Construct sentences using and reading passages Learners collect words from the meaning words.
words taken from the passage. passage and find their meanings
 Form analogy between words  Analogy exercise based from the dictionary.
using functions relationship. on the features of Learners develop short note to the Evaluate learners attempt using
 Guess the meaning of words functions analogy activity constructed based whole class reflection.
from the context.  Contextual clues of function features.

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 Combine sentences using Grammar

relative pronouns.  Sentence combination
 Comprehend the meaning of using relative pronouns Learners practice developing note Checking if the students are
sentences.  Sentence comprehension from grammar source books able to tell the meaning of
 Correct sentences with faulty based on relative sentence comprehensions
parallelism. pronouns Learners tell the meaning of the
 Faulty Parallelism given sentence.
Giving multiple choices
 Write a comparison and Writing exercise that is going to be
contrast text on the given data.  Writing a text comparing checked in peers.
two pie charts Learners carry out strategies of
 Write an expository essay of 5 organizing data before
paragraphs.  Write an Essay on the interpreting.
Management systems Giving written feedback.
used in their surrounding Learners practice phases of Collecting learners’ attempt
 Demonstrate their ability of Extensive Reading writing a text. and giving indirect written
taking examination.  A text on Green feedback.
Economies Whole class discussion on the
message of the passage
Revision Exercises Home take tasks on Model Exam Model Exam – Giving written
type questions of revision exercise feedback

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Unit 7 National Pride (15 Periods)

Learning Outcomes

At the end of the lesson, learners will be able to

4. Explain the definition, features and sources of national pride

5. Debate on the given motion about the national pride
6. Tell the main idea and detailed information of the passage on national pride
7. Construct sentences using words collected from various texts
8. Punctuate direct speech sentences
9. Write poems on national prides
Language Focus:

Listening: Celebrating National Pride Day; National Pride and Global Citizenship

Speaking: Debate; Describing photos or pictures

Reading: Mega Events; Longevity of National Pride; poem;

Vocabulary:Words from the passages; Analogy Exercise; Phrasal Verbs;

Grammar: Direct and Indirect Speech; Vague Pronoun Reference;

Writing: Punctuation; Poem Writing;

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Competencies Language aspects/Contents Learning Strategies & activities Assessment

Listening
Listening Text A
Listening Celebrating National Pride Day
 Pronounce words used in a  List of words from the text Pre-listening – discussion on Oral presentation on telling
talk.  Questions to practice pronouncing and identifying the meaning of words.
 Construct sentences using listening for main idea and meanings of words taken from the
words taken from the text. specific purpose text Checking if students are able to
 Listen a text and tell the  Questions asked for While Reading - Learners tell the gist and specific
general and specific idea. summarizing the text practice listening to get: information of the talk.
 Main idea (gist)
 Particular information
Listening Text B
National Pride Vs. Global Pre-listening – Whole class Gap questioning - Using oral
 Enumerate discourse Citizenship discussions on markers and questioning in between the talk
markers and expressions of  Lists of discourse markers expressions of debate to check whether learners
debatable issues. and common expressions While listening - Learners follow the text.
 Describe the speaker’s in presenting a debatable participate in active learning
purpose. issues strategies such as listening &
 Questions on detail responding.
information of a passage. Post-reading – Individual
reflection on detail information a
Speaking text
Speaking
 Perform actively in a  Debate Learners participate in debating Using rubric to check group
debating session Expressions of opening, sessions on various motions and individual participation in
progressing and closing a Examples of Motions: the debate
talk  National Pride Vs.
Personal pride
 National Pride Vs. Global
Citizenship

 Describe photos (pictures).  Describing Photo (picture) Learners are made to Group assessment on Oral

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Expressing celebration of  Looking at photos Presentation individually in a

national pride (pictures) group
 produce short note of
description
 rehearse important points
&
Reading  present their description
Reading Text A Collecting learners exercise
Reading Mega Events of Countries Learners accomplish: books and checking whether
 Use words to complete  List of words and  Pre-reading tasks students give responses to the
incomplete sentences. expressions taken from a  While Reading tasks reading activities and giving
 Tell the gist of a text. text  Post reading tasks direct and indirect written
 Questions on pre, while corrective feedbacks.
and post reading tasks. Learners practice doing reading
comprehensions questions
 Outline ideas according to Reading Text B
their sequence as presented Longevity of National Pride
in the text.  Words taken from the text Learners practice enhancing their Giving students a worksheet
 Explain message of poems. (10 words) vocabulary stock: that comprises various items
 Detailed questions to  Using contexts to guess and collecting the worksheet
comprehend the passage meanings of words and giving proper feedback
 Using dictionary according to the item –
Vocabulary Vocabulary Learners practice to implement  Reading tasks and
 Construct sentences using  Words taken from various features of creating  Vocabulary activities
words in various contexts. listening and reading relationships between words.  Phrasal verbs
Passages Learns participate in activities of
 Developing notes by
 Analogy Exercise Collecting phrasal verbs
 Implement different features  Find their meanings
of creating analogy.  Using in various contents
 Phrasal Verbs  Construct texts
 Use phrasal verbs in the
speaking and writing Grammar

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 Direct and Indirect Revision is made on Assignment on transforming

Speeches  How one uses direct & direct to indirect speeches and
Grammar Indirect speeches checking learners’ attempt
 Important changes used to before giving feedback.
 Use direct and indirect
transform direct to
speeches in their speaking
indirect speech
and writing.
 Vague Pronoun Reference Learners practice correcting Checking if they are able to
 Identify mistakes in
vague pronoun references. correct vague pronoun
constructing sentences due
reference
to using vague pronoun
Writing
references
 Punctuating Direct Speech Learners are given activities to
Writing
 Rearranging jumbled punctuate direct speeches when
 Correct mistakes in
paragraphs of Narrative  Reporting comes first Checking if students are able to
constructing sentences due
essay  Reporting verb comes punctuate direct speeches.
to using vague pronoun
 Writing a narrative essay after direct speaking
references
on a National Holiday  Reporting verb comes in Collect the essay learners write
between a direct speaking and give indirect corrective
 Punctuate written texts.
Extensive Reading  Reporting verb comes feedback
Poems on National Pride between two direct
 Questions on the poem speaking sentences
 Writing Poem on National Collecting the poems and
 Describe their perspectives Pride Modeling the given poems, giving corrective written
towards life using poems. learners practicing writing poems feedback.
on national pride.
Learners participate in extensive
reading
 2 to 4 Poems collected on
National Pride

Unit 8 Tele Medicine (15 Periods)

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Learning Outcomes

At the end of this unit, learners will be able to

C. Describe Tele medicine after actively engaging in listening and reading tasks on the Tele medicine issue
D. Report orally the decisions they pass in the meeting session on the effect of Tele medicine
E. Combine sentences using appropriate conjunctions
F. Write error free sentences correcting faulty subject-verb agreement
G. Identify the structural elements and features of argumentative essay
H. Develop thesis statement for an argumentative essay
I. Write an argumentative essay on the given title and the thesis statement they developed
Language Focus

Listening: Fundamentals of Tele Medicine (listening for specific purpose); Benefits of Tele Medicine (Note Taking)

Speaking: Meeting (Agendum; minutes; Decision; Reporting); Oral Presentation (Greetings; opening, progressing, summarizing &
closing)

Reading: Integrated Telemedicine Systems (Skimming and scanning a text); Telemedicine in Ethiopia (Contextualizing the Issue)

Vocabulary:Words related to telemedicine; Analogy exercise; Cloze test

Grammar: Wrong Usage of Voice; Verbs with prepositions; Pronouns and Adverb of Time Changes in Reported Speech

Writing: Cause and Effect paragraph; Structural elements of Argumentative essay; Thesis Statement; Composing Argumentative essay

Competencies Language aspects/Contents Learning Strategies & activities Assessment

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Listening
Listening Listening Text A Learners participate in
 Pronounce words taken Fundamentals of Tele Medicine  Pre-listening tasks –
from a text.  List of medical terms taken brainstorming questions + Checking if the students are
 Tell the main and specific from the text discussions on pronunciation able to do the tasks presented in
ideas of a talk.  3 questions for the purpose and meaning of words taken the pre-, while and post-
of listening to the gist from the text listening tasks.
 10 Questions (fill in the  While listening tasks –
blank and ordering ideas) Listening for the gist + for
for the purpose of listening specific information
Speaking for specific ideas  Post listening tasks –
 Fill forms after listening to Listening Text B question to sum up ideas of Observing while students are
a speaker. Benefits of Tele Medicine listening text holding meetings.
 Take note from spoken  Questions for filling in Learners are made to
sources. forms  Fill in blank space while Checking if the students are
 Reflect on the ideas  Questions for taking a listening tasks able to hold meeting by telling
presented orally. note.  Have discussion on the open representative report the result
 Reflective exercises ended questions of their discussion.
Reading
 Develop agenda and hold Speaking Learners participate in a meeting Giving oral feedback after
meeting to reach a  Meeting sessions: learners presented their talk.
decision. Agendum (Agendum)  Developing Agendum
Minutes  Taking Minutes
Decision  Reaching on decision
 Presenting public speaking Learners practice presenting ideas on Checking if the students are
following appropriate  Oral Presentation the issues orally: able to do pre-reading, while
procedures. Procedures of presenting Greeting reading and post reading
oral presentation Opening Talk activities.
Reading Developing talk
Reading Text A Summarizing Telling students to comment on
Integrated Tele Medicine Learners are made to do Pre-reading their friends’ attempt (peer
 Use discourse markers of System activities before reading the passage. assessment).
addition to explain their  List of discourse markers They also participate in:

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idea. and expressions used in a  Skimming

 Describe the general and text.  Scanning
specific ideas of a reading  Reading tasks for general  Intensive reading tasks
text. and specific ideas. Learners practice silent reading to Giving a worksheet which
 Reflect on what they  Questions to reflect on theprovide answer for comprehension contains at least twenty
understand from the passage exercise. questions as take home task and
passage. Reading Text B correcting learners’ attempt.
Telemedicine in Ethiopia Pre-reading – List of active and The worksheet carries 10
 Summarize the idea of a  List of active and passive passive construction of verbs marks.
reading text. construction of verbs discussed in the whole class
 Questions for detail
While Reading – Sort detail
reading information individually and
 Questions asked for
compare their response in pair
summary of a text Post reading – individually write a
Vocabulary short summary of the text and
 Construct sentences using Vocabulary present orally to the whole class A take home assignment that
new words taken from a  Word from the passages Learners practice word busting comprises at least 20 questions
text. strategy to guess the meaning: on grammar is given to students
 Use word busting strategy Context Structure Sound Dictionary and giving proper feedback.
to provide meanings of  Contextual Clues (CSSD) Strategy.
new words. Learners are made to do cloze test
 Provide words to fill the activities.
gap in a text.  Cloze test Learners practice creating analogy
 Create analogical relations activities. Collecting students’ attempts of
with words.  Analogy Exercise cause-and-effect paragraph and
Grammar Learners are helped to develop short giving direct written corrective
 Produce sentences with Grammar note on the sentence structure in feedback.
correct voice.  Wrong Voice Usage  Active & passive voice
 Use proper prepositions Active and passive voice  Preposition after verbs Collecting students’ attempt on
after verbs. sentence structure  Changes of pronouns & mapping the structure and
  Verbs and Prepositions adverbs in reported speech developing thesis statement of
 Demonstrate proper argumentative essay.
transformation from direct  Pronoun and Adverb

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to indirect speech Changes in Reported

following proper changes. Speech
Writing
 Rearrange jumbled Writing
paragraph to create a  Jumbled paragraphs of Learners study structural elements, Peer assessment – learners are
coherent argumentative argumentative essay purpose and thesis statement of ordered to exchange their
essay argumentative writing an attempt and commonest on
 Produce appropriate thesis  Argumentative Essay argumentative essay. their friends’ work
statement of an essay. Structural elements of
 Compose argumentative argumentative essay Collecting learners’ attempt on
essay Thesis statement argumentative essay and giving
Extensive Reading Extensive Reading indirect corrective feedback.
 Write short summary on a  Long text about Read the passage and orally present
long passage. Telemedicine with their reflection to the whole class. Oral presentation
questions for reflection

Unit 9 Conflict Management (16 periods)

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Learning Outcomes

At the end of the unit, learners will be able to

J. Explain conflict management systems used in various parts of the world

K. Describe themselves to reveal their physical appearance and personality to classmate
L. Play short drama about the conflict management practiced in their surroundings
M. Correct faulty subject-verb agreement found in sentences
N. Writing an argumentative essay.
O. Write an application letter on the sample advertisement of a vacancy.
Language Focus

Listening: What is Conflict Resolution? (Listening for general & Specific purpose); Practices of Conflict Resolution (detail listening)

Speaking: Self-description; prepare and play dram on traditional conflict resolution management in their surrounding

Reading: Conflict Management Models (Skimming and Scanning); Drama Script – on Traditionl Conflict Management

Vocabulary:Words collected from the text; Analogy Exercise; Cloze Tes

Grammar: The verb wish; Faulty Subject-Verb Agreement; Tense change in reported speech

Writing: Punctuation; Argumentative Essay; Application Letter;

Revision Exercise: Model Examination

Competencies Language aspects/Contents Learning Strategies & Activities Assessment

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Listening
Listening Text A Pre-listening tasks – discussion on Checking if the students are
Listening What is Conflict expressions of conflict able to listen to the general and
 Tell the main idea of an Management? management specific purposes using whole
extended talk.  Questions for main and While listening - Learners are class reflection.
 Fill gaps in a text after specific ideas engaged in:
listening to a talk.  Questions to reflect on  Listening to general Collecting notebooks and
the passage purpose and giving feedback
 Listening to specific
purpose
Post listening – discussion on
Listening Text B summary they made on the text
 Construct sentences using Orientations to Conflict Pre-listening – brainstorming on
words taken from the text.  Lists of words and words and expressions collected
 Extract the theme from a expressions that show from the passage Assess oral presentation using
spoken source orientation of conflict While listening – filling charts rubrics that are used to check
 Questions asked for while listening and pair discussion whether students are able to
detail information Post listening - Learners practice  Greet listeners
 Questions to summarize listening to extended talk and  Open their talk
the idea of the passage telling the theme of the talk. They  Body of their talk &
listen at most for trice to  Summarize
 get detailed information  Close properly
 extract the theme of the
Speaking listening text Assessing the group effort to
 Describe their physical Speaking play the dram prepared and
appearance, feeling and  Talking about Yourself Learners prepare short note on giving oral feedback.
personality. (Describing one’s their physical appearance, feeling
physical appearance; & personality using provided
feeling; personality) model talk
 Teachers provide model Checking whether students are
talk able to read the text quickly
 Teachers describe them to and jot down the gist and
 Perform a drama (play). model specific information.

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 Play (Drama) In small group, students practice:

 Creating situation
 Write a play Creating open ended questions
 Rehearse the play on the script and check whether
 Perform in class students provide correct
Learners participate in answers
 Individually silent reading
 Skimming and
 Scanning activities
Learners practice reading drama
scripts & follow teacher’s Giving a worksheet which
expressions: contains multiple choices items
 Character & Symbol on the words meaning, analogy
 Conflict and cloze test (Checked out of
 Theme 10, though many questions are
Reading Reading  Resolution given) and feedback is given.
 Compare and contrast Reading Text A Learners collect new words from
models. Conflict Management Models the listening and reading texts and
 Models of conflict look up their meaning.
management models are Learners practice to create analogy
presented in the passage using various features of
relationships.
Learners
 Develop short note on what
cloze test is and how to
Vocabulary Vocabulary solve them Giving take home assignment
 Use dictionary to find  Words from the texts  Provide answer to the which comprises at least 20
meanings. given model question questions on the grammar
section of the unit. And then
 Interpret relationship of two Learners the patterns of the verb collecting learners’ attempt to
words.  Analogy exercise wish give written feedback.
 Past, Present & Future
 Fill the gap given in regular wish

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patterns.  Cloze test Learners make short note from

grammar reference books on
 subject-verb agreement
 Tense changes occurred
Garammar transforming direct speech
Grammar to reported speech
 Describe their past, present  Revision of the pattern Quiz - Multiple choice
and future wishes using of the verb Wish Learners read the provided note questions on the pattern of the
appropriate patterns. and do additional tasks to master verb wish
 Faulty Subject-verb punctuation.
Agreement 2 Giving correction on faulty
 Correct faulty subject-verb  Tense Change in subject verb agreement
agreements in a sentence. Reported Speech
Writing Individual work on punctuating
 Punctuation sentences.
 Perform transformation from Learners practice composing
direct to reported speech.  Introductory paragraph
 Argumentative essay  Body paragraphs Checking if students are able to
 Concluding paragraph punctuate a given text.
 Punctuate a text properly. Write an argumentative essay on
 Application Letter conflict management practiced in Giving indirect written
their surroundings. corrective feedback on the
 Write an argumentative Learners practice writing essay the students submitted.
essay. Reading Text B application letter.
Drama Script on Giving feedback on application
 Write an application for a Traditional Conflict Individual reading to get pleasure letter.
vacancy. Resolution Strategies and discussion on what they
 Tell elements of major understand from the script.
drama.
Revision Exercises Individual work Model Examination
 Analyze scripts of drama
Unit 10 Robotics (15 periods)
Learning Outcomes

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At the end of the unit, learners will be able to

 Describe the origin, development and function of robotics technology after receiving information in various texts
 Speak about the message of a movie on robotics
 Produce items (questions) for interview session
 Report orally after interviewing partners about robotics
 Use words taken from the passages to construct sentences
 Balance tenses in complex and compound-complex sentences
 Combine sentences which have same ideas
 Write argumentative essay
 Write a curriculum vita.
Language Focus
Listening: Robots (Listening for the gist and particular information); Robotics in Ethiopia (Detail listening tasks); Robots (Movie on robots –
RoboCop which was produce in 1987)
Speaking: Interview (Interviewing partners about the movie they watch on Robotics); Oral Report (A report to the whole class on the movie
RoboCop)
Reading: Learning to Manipulate Robotics (Reading for the purpose of skimming and scanning); Socially Assistive Robots (Jigsaw reading
strategy to cooperative work)
Vocabulary:Words collected from listening and reading texts; Contextual clue (Wordbusting strategy); Analogy Exercise
Grammar: Revision note and exercises on Major Common mistakes in sentence writing (such as – Sentence Fragment; Run on Sentences; Vague
Pronoun Reference; Misplace Modifiers; Dangling Modifiers; Faulty Parallelism and Fault Subject-verb Agreement), tense and tense
balance and using subordinate conjunctions
Writing: Argumentative Essay; Curriculum Vitae

Competencies Language aspects/Contents Learning Strategies & Activities Assessment

Listening
Listening Text A

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Listening What is Robotics?

 Write a paragraph on  Words in relation to Pre-listening tasks – discussion Check if the students are able to
robotics using words taken robotics on pronunciation and meaning of respond to the questions on the
from the text.  Questions to practice words taken from the text. pre, while and post listening
 Interpret speakers’ main and listening for gist and While listening - Learners phases.
specific ideas. specific information engaged in
Listening Text B  Giving response to while
Robotics in Ethiopia listening tasks Peer comment on oral
 Explain the message of the  Listening for detail  Discussing the post presentation based on the
text. information listening activities questions developed on the
 Describe the purpose of the  Listening for identifying selected movie.
speaker. purpose of the speaker
Listening Text C
RoboCop Learners practice watching
 A movie produced in movies and speaking about the Oral feedback on the
 Interpret the message 1987 message of the movie. They are presentation
transferred in the movie. told to
 use their mobile phone to
watch movies
 watch the selected movie
Speakiung through TV
 Interview people on various Speaking Correcting the interview items
issues.  Interviewing Partners Learners are helped to develop developed by learners.
about the movie they structured, semi-structured and
watch on robotics unstructured interview items.
 Present a report orally. Whole class reflection on the
 Oral Report Learners will report the result of oral presentation.
their interview to the whole
class.

Reading
Reading Reading Text A Pre-reading activity – whole Check learners’ notebook to see
 Explain facts after reading a Learning to Manipulate class discussion on the if they attempt and respond to

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text. Robotic pronunciation and meaning of the questions properly.

 Words and expressions words taken from the passage Whole class reflection by the
 Perform working a task from the text While listening - Learners representatives of the groups.
cooperatively.  Questions asked on actively participate in answering
listening for gist and questions on reading for:
 Use words to construct specific information  the gist and
sentences.  General questions to  specific ideas A worksheet contains at least
summarize the listening Post reading tasks – summarize twenty questions on the
text. the entire message of the text vocabulary will be given as
Reading Text B take home assignment. It is
 Use discourse markers to Socially Assistive Robots Jigsaw reading strategy - going to be corrected and made
combine sentences. (SARs) Learners are helped to practice to carry 10 marks. Written
 List of discourse markers feedback has to be made for
used in the passage further understanding.
 Reading tasks to identify
the purpose of the writer
 Questions on stated and A worksheet which comprises
Vocabulary implied information
Learners practice questions that can be answered
 Guess meaning of new Vocabulary  looking up meanings in selecting the correct answer
words from the context.  Technology relatedfrom dictionary and short writing is given.
words  writing sentences on new Written corrective feedback is
 Create relation between words given for further revision.
words using analogy Learners are helped to use the Collecting the essay written on
techniques.  Context Clues word busting Strategy to guess argumentative essay and giving
meaning from context.  direct corrective written
Learners are first engaged in feedback on thesis
 Analogy Exercise  responding questions statement
taken from SAT  indirect corrective
reference books written feedback on the
Grammar  creating analogy entire essay
 Correct mistakes in Grammar Learners are given revision notes Giving direct corrective
sentences.  Revision on types of and activities on: feedback on CV.
Common Mistakes in  types and correcting

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 Use correct balance of tenses constructing Sentences techniques of common Group discussion on the
in complex or compound-  Revision activities on mistakes in sentence responses given to the
complex sentences. tense and tense balance construction activities.
 Revision exercises on  kinds, forms and uses of
using subordinate tenses
conjunction words and  subordinate conjunctions
phrases and their use in sentences
Writing Learners practice
 Write argumentative essays Writing  studying structure of Collecting learners’ attempt of
of 5 paragraphs. model argumentative writing argumentative essay
 Argumentative Essay essay and giving direct corrective
 Write their own CV.  developing a workable feedback to help students to
thesis statement rewrite it.
 Curriculum Vitae  composing
argumentative essay Group assessment –
Extensive Reading  studying model CV exchanging their CV and get
Extensive Reading  Extract from Science  writing CV peer feedback.
Fiction Individual reading and whole
 Reflect on the text.
 General questions on the class reflection. Oral presentation after reading
extract and doing the task on extensive
reading

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