English for Ethiopia
STUDENT TEXTBOOK
GRADE 9
STUDENT TEXTBOOK
GRADE 9
ENGLISH FOR
ETHIOPIA
Federal Democratic Republic of Ethiopia
Ministry of Education
ENGLISH FOR
ETHIOPIA
Federal Democratic Republic of Ethiopia
Ministry of Education
ENGLISH FOR ETHIOPIA STUDENT TEXTBOOK GRRADE
9
MOE
English for
Ethiopia
Student Textbook
Grade 9
Writers
Abiy Yigzaw (Prof.)
Birhanu Simegn (PhD)
Content Editor
Yinager Teklesellassie (PhD)
Curriculum Editor
Akalewold Eshetie (PhD)
Language Editor
Eskinder Getachew (PhD)
Designer
Zemenu Haile (MSc)
Illustrator
Tewodros Altaye (MSc)
Reviewer
Haile Kassahun (PhD)
Validators
Meheretu Adnew (PhD)
Ochare Oraya (MSc)
FEDERAL DEMOCRATIC REPUBLIC OF ETHIOPIA HAWASSA UNIVERSITY
MINISTRY OF EDUCATION
July 2022
Grade 9 English Textbook
i
Special thanks are due to Hawassa University
ISBN: 978-997744-2-046-9
Guide.
Under Ministry of Education Contract no. xxxxxxxxxxxxxxxxxxx
xxxxxxx, ETHIOPIA
P.O.Box xxxxxx
xxxxxxxx PRINTING
Printed by:
Rights Protection.
Gazeta, Proclamation No. 410/2004 - Copyright and Neighboring
Democratic Republic of Ethiopia as expressed in the Federal Negarit
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recording or otherwise, without the prior written permission of the
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including
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photocopying,
copied in a retrieval system or transmitted in any form or by any
have
been
asserted.
No
part
of
this
book
may
be
reproduced,
of
Education. All
rights
reserved.
The
moral
rights
of
the
author
© 2022 by the Federal Democratic Republic of Ethiopia, Ministry
Multi Donor Trust Fund.
(GPE), and Danish
Ministry of Foreign Aairs (DMFA), through a
Children’s
Fund (UNICEF), the Global Partnership for Education
Aairs (FMFA),
the
Royal
Norwegian
Embassy,
United
Nations
and
Development Oce (FCDO), Finland Ministry for Foreign
(DFID) -now
merged
with
the
Foreign,
Commonwealth
the World Bank, UK’s Department for International Development/
Quality Improvement Program for Equity (GEQIP-E) supported by
of
Ethiopia,
Ministry
of
Education,
under
the
General
Education
First Published xxxxxx 2022 by the Federal Democratic Republic
Grade 9 English Textbook
ii
learners.
technical education as subjects in order to accommodate the diverse
needs of
integrate vocational contents, incorporate moral education as well as career and
indigenous knowledge where necessary, use technology for learning and teaching,
materials attempt to
balance
the
content
with
students’
age,
incorporate
Road Map studies conducted in 2018 are used as milestones. The new curriculum
In the development of this new curriculum, recommendations of the education
based approach.
come with it –
to be based on active-learning methods and a competency -
curriculum materials –
including this Teacher Guide and Student Textbook
that
Training
Policy,
and
provides
guidance
on
the
preparation
of
all
subsequent
aims to reinforce the basic tenets and principles outlined in the Education and
pre-primary,
primary,
middle level and secondary level grades and subjects.
It
General Education Curriculum Framework in 2021.
The Framework covers all
To
continue
this
progress,
the
Ministry
of
Education
has
developed
a
new
improve the quality of education.
relevance. Vigorous
eorts
also
have
been
made,
and
continue
to
be
made,
to
our
country
has
recorded
remarkable
progress
in
terms
of
access,
equity
and
Education
and Training
Policy.
Since
the
1994
Education
and Training
Policy
It has been almost three decades since Ethiopia launched and implemented new
conditions.
a
reection
of
a
country’s
education
system,
must
be
responsive
to
changing
objective in view that the curriculum, which is not only the Blueprint but also
new knowledge, skill and attitude on the part of each individual. It is with this
social
transformation.
The
fast
and
globalized
world
we
now
live
in
requires
why it is said that education is the key instrument in Ethiopia’s development and
Education and development are closely related endeavors. This is the main reason
Foreword
Grade 9 English Textbook
iii
xxxxx 2022
MINISTRY OF EDUCATION
ADDIS ABABA, ETHIOPIA FEDERAL DEMOCRATIC REPUBLIC OF ETHIOPIA
undertake further review and renement.
the Ministry of Education welcomes comments and suggestions which will enable us to
For systemic reform and continuous improvement in the quality of curriculum materials,
into action the strategies and activities suggested in it.
Teachers are urged to read this Guide carefully and to support their students by putting
framework and in this teacher guide.
been given, and will continue to receive training on the strategies suggested in the
ranging from lecturer to motivator, guider and facilitator. To assist this, teachers have
calls for the eorts of all stakeholders. The teacher’s role must become more exible
solution to improving the quality of education in any country. Continued improvement
Publication of a new framework, textbooks and teacher guides are by no means the sole
Grade 9 English Textbook
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Contents
1. Living in Urban Areas.... ................ 1
1.1 Listening Skills ................................................... 2
1.2 Reading Skills .................................................... 4
1.3 Vocabulary Development ................................... 8
1.4 Grammar .......................................................... 11
1.5 Speaking Skills .................................................. 26
1.6 Writing Skills .................................................... 30
2. Study Skills ....... ........................ 32
2.1 Listening Skills ................................................ 33
2.2 Reading Skills .................................................. 34
2.3 Vocabulary Development ................................. 39
2.4 Grammar .......................................................... 41
2.5 Speaking Skills ................................................. 53
2.6 Writing Skills ................................................... 57
3. Traffic Accident ... ..................... 60
3.1 Listening Skills ................................................ 61
3.2 Reading Skills .................................................. 63
3.3 Vocabulary Development ................................ 66
3.4 Grammar .......................................................... 67
3.5 Speaking skills .................................................. 80
3.6 Writing Skills ................................................... 82
4. National Parks .. ......................... 86
4.1 Listening Skills ................................................ 87
4.2 Reading skills .................................................... 88
4.3 Vocabulary Development ................................. 95
4.4 Grammar: ......................................................... 97
4.5 Speaking Skills ............................................... 102
4.6 Writing Skills ................................................. 103
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5. Horticulture ... ........................... 106
5.1 Listening skills ................................................ 107
5.2
Reading Skills ................................................. 109
5.3 Vocabulary Development .............................. 112
5.4 Grammar ....................................................... 113
5.5 Speaking Skills ............................................... 118
5.6
Writing Skills .................................................. 121
6. Poverty in Ethiopia... ............... 123
6.1 Listening skills ............................................... 124
6.2 Reading Skills ................................................ 126
6.3 Vocabulary Development .............................. 129
6.4 Grammar ....................................................... 132
6.5 Speaking Skills ............................................... 137
6.6 Writing Skills ................................................ 139
7. Communitity Services ... ........... 141
7.1 Listening skills: Community Services ..............
142
7.2 Reading Skills ................................................ 144
7.3 Vocabulary Development .............................. 146
7.4 Grammar ..................................................... 148
7.5 Speaking Skills .............................................. 155
7.6 Writing Skills ................................................. 156
8. Communicable Diseases .. ......... 160
8.1 Listening Skills ............................................. 161
8.2 Reading Skills ................................................ 162
8.3 Vocabulary Development .............................. 166
8.4 Grammar ..................................................... 168
8.5 Speaking Skills ............................................... 176
8.6 Writing Skills
.........................................................179
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10
.
6
Writing Activity
...........................................
219
10
.
5
Speaking Activity..........................................
217
10
.
4
Grammar
....................................................
212
10
.
3
Vocabulary Development.............................
210
10
.
2
Reading Skills
...............................................
205
10
.
1
Listening Skills
.............................................
204
10.The Internet
..
..........................
203
9.5
Writing Skills
.................................................
200
9.4
Speaking Skills...............................................
197
9.3
Grammar
.......................................................
190
9.2
Reading Skills
.................................................
183
9.1
Listening Skills
...............................................
181
9.
Fairness and Equity
...
..............
180
Grade 9 English Textbook
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Introduction
The English language in Ethiopia serves more as the medium of
instruction in schools and universities. It plays a signicant role in
students’ academic life. The grade 9 English Textbook is developed
to satisfy the students’ English language needs at the level and to
serve them as a backdrop for their future academic career as they
use the language for academic purposes. The minimum learning
competencies (MLCs) expected of students are indicated in the
Grade 9 English language Syllabus, and therefore, the language
input as well as activities they perform are developed based on the
MLC identied by the syllabus designers. The learning outcomes
expected of students are built upon the MLC and constitute
listening to a variety of texts at dierent levels (surface and
deeper levels), interacting in English, reading and comprehending,
analyzing, synthesizing, evaluating and interpreting ideas vis-
à-vis their environment, getting meanings of words through
dierent strategies, and mastery of selected grammatical elements
appropriate to the level. The outcomes also embrace students’
development of sentence, paragraph and essay levels writing. The
students are expected to write accurate sentences, paragraphs, and
essays with some level of uency as they should balance accuracy
and uency in their use of the language.
[The ten-unit English Language textbook for Grade 9 has specic
unit objectives. Each of the units consists of six dierent parts:
Listening Skills, Reading Skills, Vocabulary, Grammar, Speaking
Skills, and Writing Skills organized in that order. The textbook is
organized by placing the receptive skills before the productive skills,
because it is presumed that the receptive skills as pre-requisites
provide students with language inputs which are relevant to their
language production.
Grade 9 English Textbook
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The listening skills will be taught based on areas which are national
and/ or international concerns, focusing more on national issues.
The listening texts include topics such as urban life versus rural life,
study skills, road accidents, Gambella national park, diversifying
export earners through competition, poverty in Ethiopia, community
services, infectious diseases, cultural diversity, human rights and
democratic governance, and the concept of the internet. In these
diversied areas students will listen to various
texts, and they will develop their listening ability, get ideas about
the issues they are
introduced with, relate the ideas with their previous knowledge,
and analyze, synthesize,
evaluate and interpretthe ideas with the environment they are
living in. Students also learn vocabularies, and extend the ideas in
the listening texts to their speaking and writing development.The
main purposes of the lessons students learn can generally be two-
fold: students’ language skill development and their achievement
of the expected competencies.
The reading passages are selected from dierent sources and they
focus on life in a big city, learning strategies, trac accidents,
national park in Ethiopia, health benets of gardening, the impact
of poverty, HIV/ AIDS, equality, equity and justice, and role of
computers and internet in our lives. Students are required to
understand the meanings of the reading texts deeply making
interactions with the authors’ thoughts and their experiences.
Similar to the activities in the listening texts, vocabularies derived
from the reading texts, extended speaking and writing activities are
also included in the reading parts.
The vocabulary lessons constitute vocabulary from the listening
and reading texts, phrasal verbs and word formation using axes
(prexes and suxes). The vocabulary is taught through the
Grade 9 English Textbook
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application of contextual understanding of meanings, consulting
the dictionary and using other strategies. In teaching vocabulary,
we focus more on the strategies students may employ to understand
meanings by themselves. We believe the students should have this
skill because vocabulary is important for them to develop their
reading and listening comprehension, speaking, writing, spelling,
and others. In brief, it is important for their English language
development, communicating ideas, expressing their ideas in
speaking and writing.
Concerning the grammar lessons, brief notes and many activities are
provided for the students tohelp them master the grammar elements
in focus. Many of the grammar lessons are presented in situations
students can easily understand and apply: they are developed in
simpler ways to enable the students to express even complex ideas.
In other words, the grammar lessons are taught the way they help
students eectively talk in the language. The grammar elements
are taught linearly or cyclically. Some of the elements such as
‘adverbs of frequency’, ‘conditional sentences’, and ‘tenses’ appear
cyclically, while the rest of the grammar elements appear only once
in the textbook. The speaking and writing sections derive from the
listening and reading activities, and other areas which are assumed
to be important to deal with.
Dear students!
In the Textbook, there are a number of activities in each unit and
section of the unit. You need to do all the activities; it is only when
you do the activities that you can develop your English language
competence. So, we earnestly advise you to be engaged in doing the
activities. You may make mistakes when you do the activities, but
it doesn’t matter you can learn the correct forms from your friends
or from your teacher. If you nd some of the activitiesdicult, the
Grade 9 English Textbook
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solution is, you discuss them with your partner or in groups. You
can also request your teacher for explanation so that the teacher can
assist you individually, with your group or with your classmates as
a whole.
Grade 9 English Textbook
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Unit
1. Living in Urban Areas
At the end of this unit, learners are expected to:
Ҕ listen to a variety of texts with medium level understanding
and transfer information,
Ҕ interact in English medium in varied communication
situations with comprehensible grammar,
Ҕ read medium level reading resources and comprehend
contents,
Ҕ guess meanings of words using different clues,
Ҕ practice pronouncing intonations of auxiliary beginning
and wh-questions accurately,
Ҕ select appropriate study skills and apply in learning
vocabulary and other language skills,
Ҕ use grammar with reasonable accuracy in communication,
and
Ҕ write accurate sentences and paragraphs.
Grade 9 English Textbook
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§Listening Skills
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1.1
Listening Skills
ʯ Activity 1.1 Before you listen to the text,
answer the following questions
based on your experiences.
1. Look at the pictures below. In pairs, discuss the dierences
between them. Follow the examples below to start your
discussion.
City Village
Examples
In a city, there are ….
In a village, there are … .
2. Where do you like to live in? Why?
Example
I like to live in a city, because there are many attractive things
for a living.
3. What do you expect the title of the listening text to be?
Title of the listening text ____________.
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§Listening Skills
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ʯ Activity 1.2 Listen to the listening text and
answer questions below.
1. In the villages, the people live in an________________.
2. There is no _____________ in villages.
3. There are certain advantages which the urban people have
over the villages. There are much better________in towns.
4. The _______________ is also better in towns.
5. In towns we can have more variety of goods including
_____ and _____ .
ʯ Activity 1.3 After you have listened to the text,
answer the following questions
based on the information in the
passage. The rst one is done
as an example to you.
1. Where do you like to live, in a village or in a town? Write a
reason for your choice.
I like to live in a town because I can get more goods to buy.
2. I prefer to live in a village to town because....
3. What do you nd in villages and towns?
4. What challenges does one get in villages and towns?
5. What benets does one get living in villages and towns?
ʯ Activity 1.4 Answer the following questions.
1. Why do you think people usually migrate from rular to
urban areas in Ethiopia?
2. Discuss the major problems people living in urban areas
face.
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§Reading Skills
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3. Write a short paragraph on the problems people face in
urban(or rural) areas.
1.2
Reading Skills
ʯ Activity 1.5 Before you read the text entitled
‘Life in a Big City’, answer the
following questions and discuss
your answers with your partner.
1. Are you living in an urban or a rural area?
2. What do you do in your living area?
3. Discuss with your partner about things you nd in your
surroundings.
4. Study the meanings of the words given below.
competition reside
pollution metropolitan
ʯ Activity 1.6 Read the passage carefully and
decide whether each statement
given below is ‘true’ or ‘false’.
Life in a Big City
1. A big city has a lot on offer for you to make your life a
pleasant experience. However, as you know, good things
never come easy to reap the perks of city life; you have to
make sure to work hard at the same pace as it runs. Hence,
people work like a machine to fulfill their dreams and be
successful.
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§Reading Skills
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2. Moreover, people experience a lot of competition in big
cities to achieve their life’s goal. Whether a business owner
or an employee both struggle to be at par and earn more
fame as well as money. They all have to match the pace of
life to make the ends meet. A good life in a big city is almost
impossible unless you are well settled. Also, you will hardly
get any free and peaceful time in such cities as you have to
hustle consistently.
3. You will see there is a great rush of traffic at peak hours of
the morning as well as evening. It is not easy to shop around
in the markets because they are bustling with the crowd
always. The parks are full, and the metro is congested. These
thickly populated cities even go through housing problems,
which is even increasing every passing day. All this seldom
gives the residents of the big city any peaceful moment.
4. Furthermore, essentials are so expensive that the middle-
class families also lead a miserable life. Due to a high rate
of population, demand for resources arises. As a result, you
will find every product adulterated, ranging from milk,
ghee, and oil to pulses. Pollution is another harsh reality
of metropolitan cities. Air and water both are impure that
create an unhealthy living environment.
5. On the contrary, life in a big city is a comfortable and
convenient choice too. It is a place for luxury abundant
of technology, entertainment, job opportunities, advanced
education, and medical facilities. Undoubtedly, a big city
is the best place to reside if your pockets are full of money.
Grade 9 English Textbook
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§Reading Skills
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6. There are oodles of recreational activities available in metro
cities like gardens, amusement parks, restaurants, or clubs.
You can hang out there with your family or friends. You
will celebrate festivals here with more pomp and show.
Additionally, there are fewer social issues when you live in
big cities than in villages or small towns.
7. You can have an enjoyable yet stressful life here. The metro
city will present you with many struggles, but you can’t
give up on them to live a happy and successful life. Thus,
all you need is a thought and effort to live a balanced life for
creating a sustainable living space.
8. Make sure to never give up. Moreover, make the right
choices, have an organized life in which you don’t hurt
nature. Also, take out some time for your loved ones to
maintain the relationship. After all, you are working hard
to live a satisfying life with them not to get detached from
them. Indeed you have to work hard for better living in a big
city but without losing other precious things in life.
Now, write ‘true’ or ‘false’ for each of the statments below.
1. City life gives opportunities for a better life.
2. People must work hard to benet in cities.
3. City life will be preferred if you have sucient money to
spend.
4. There are more social issues in cities than in villages.
5. According to the passage, city life requires more hard
work.
6. Living in a city could not only be enjoyable but also
stressful.
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§Reading Skills
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7. In a city, there are more recreational areas such as gardens,
amusement parks and clubs.
8. Pollution is one of the problems facing a city life.
9. The housing problem and trac congestions make a city
life dicult.
10. In a city, people need to cooperate for creating peaceful
living condition.
ʯ Activity 1.7 Based on the information in the
reading passage, complete the
sentences given below.
1. It is not easy to shop around in markets because ________.
2. A good life in a big city is almost impossible unless you
_________.
3. In a big city, every product needs to be adulterated because
___________.
4. The recreational activities stated in the passage include
______________.
5. The main idea of paragraph 4 is _____________________.
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§Vocabulary Development
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ʯ Activity 1.8 Questions are given to you in
columns A and B. Ask the
questions each other in turns for
conversation. The rst question
is done as an example.
Column A Column B
• Were you born in a city? • Do you like to visit cities for
holidays?
• How long have you lived in a
city?
• What is the worst part of
living in a city?
• Is it good or bad for children to
grow up in a city?
• What are the dierences
between big and small cities?
• What is the best part of living
in a city?
• Do you like living in a city?
• What is the biggest city in our
country?
• Should more or less people
live in cities?
Example
Student A: Were you born in a city?
Student B: Yes, I was born in Hawassa.
1.3
Vocabulary Development
1.3.1 Vocabulary from the reading passage
The vocabulary activities are based on the vocabularies in the
reading passage and others that are assumed important to you to
study at this stage.
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§Vocabulary Development
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ʯ Activity 1.9 In pairs, match the words in
Column A with their meanings
in Column B. The words are
taken from the reading passage,
and the meaning you choose
should be contextual to their
occurrence in the reading.
Column A Column B
1. pleasant
2. reap
3. runs
4. settled
5. hustle
6. bustling
7. impure
8. oodles
9. precious
a. plenty
b. hurry up
c. busy
d. interesting
e. infected/adulterated
f. happens
g. resolved
h. priceless/valuable
i. secure/earn
1.3.2 Phrasal verbs
A phrasal verb is a phrase which is made up of a verb and usually
a preposition or an adverb. The meaning of the verb usually changes
because of the included preposition or the adverb. For example, the
verb ‘come’, means ‘to move forward’, but together with ‘on’,
that is, ‘come on’ is a phrase used for encouragement.
Grade 9 English Textbook
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§Vocabulary Development
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ʯ Activity 1.10 Study the meanings of the
phrasal verbs in the Table and
write your own sentences for
each phrasal verb. Two of them
are done for you as examples.
Phrasal
Verb Meaning Example
act out
perform something with actions
and gestures
The students acted
out the story on
stage.
act on
to take action because of
something like information
received
The police were
acting on a tip from
an informer and
caught the thief.
act up behave badly or strangely
add on include
add up to make a mathematical total
aim at to target
allow for
include something in a plan or
calculation
allow of make possible, permit
back away retreat or go backwards
back
down
retract or withdraw your position
or proposal in an argument
back up make a copy of computer data
Grade 9 English Textbook
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§Grammar
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1.4
Grammar
In this Unit, you will learn about multiple grammar elements: tag
questions, simple present, present continuous tenses, wh-questions
using simple present and present continuous tenses, yes/no
questions, and questions with auxiliary verbs. You will learn each
of them. Now let’s begin with tag questions.
1.4.1 Tag questions
Do you know what tag questions are? Look at the following
sentences, and try to see how the questions are developed.
Examples:
1 We love our country, don’t we?
2 Ethiopia is not in Asia, is it?
What did you observe in these sentences? The parts of the sentences
‘don’t we?’ and ‘is it? are tag questions. Guess how they are
formed. As you see, for the positive statement, you have a negative
tag question; and for the negative statement, the tag question is
positive type.
ʯ Activity 1.11 Give tag questions for the
following statements.
1. You are a student, ______________?
2. She doesn’t like chewing ‘chat’, ______________?
3. It isn’t raining, ______________?
4. They have done their homework, ______________?
5. Our teacher is always punctual, ______________?
6. He lives in a big city, ______________?
7. Living in rural areas is interesting, ______________?
8. I am a student,___________?
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§Grammar
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ʯ Activity 1.12 Now read the following
paragraph and underline the
tag questions. Check whether
or not you have underlined the
correct tag questions with your
partner.
Daniel is sitting alone in the eld. He looks around and speaks to
himself. “Birds are free, aren’t they? They can y at large, can’t
they? They are not the best of creations like man, are they? Man
is the best creation of God, isn’t he? He cannot y in the sky, can
he? Birds are a part of our environment. But they do not pollute
our environment, do they? It is man who pollutes his environment,
doesn’t he? We should not pollute our environment, should we?
Our people are not educated. If they are educated they will become
conscious, won’t they? Our people must be educated, mustn’t they?
Oh! The sun is already set. I am late for home, aren’t I? I have to
return now, haven’t I?
Take the following sentences and the tag questions as examples.
1 Birds are free, aren’t they?
2 He cannot y in the sky, can he?
3 They do not pollute our environment, do they?
4 It is man who pollutes the environment, isn’t he?
5 Our people must be educated, mustn’t they?
6 I have to return now, haven’t I?
7 I am late for home, aren’t I?
The italicized parts of the sentences are tag questions. They are
formed by using the auxiliary verbs used in the rst part of the
sentence. The only exception is with sentence number 7. What is it?
Grade 9 English Textbook
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§Grammar
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Unlike the other statements that repeat the verbs in tag questions,
the statement that has the verb ‘am’ will have the tag question as
‘aren’t I’?
I am late for home, aren’t I?
but
I am not late, am I?
I am a student, aren’t I? I am not a student, am I?
Another important point you have to note is the positive and negative
tags. For positive statements, you will have negative tags. The sentences
‘Birds are free, aren’t they?’ and ‘Our people must be educated, mustn’t
they?’ are good examples. When the sentences are negative, however, you
will have positive tags. The sentences ‘He cannot y in the sky, can he?’
and ‘They do not pollute our environment, do they?’ are good examples.
ʯ Activity 1.13 Complete the missing parts of
the statements by adding tag
questions.
1. You would like to come with us, ______________?
2. The club members played well, ______________?
3. Our father will not be with us next week, ____________?
4. They weren’t part of the regular team, ______________?
5. The weather is really good today, ______________?
6. I shouldn’t criticize my teacher, ______________?
7. I have to behave good, ______________?
1.4.2 Expressing habitual actions using the Simple
Present Tense
ʯ Activity 1.14 Read the following paragraph
and underline the simple
present verbs.
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§Grammar
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Paragraph
Most people don’t like bugs, but Doctor Aster loves them! In
fact, her nickname is Doctor Bugs. She’s a photographer and
an entomologist. An entomologist studies bugs. Doctor Aster’s
favorite bug is the ant. She goes all over the world to study ants.
She watches them as they eat, work, rest, sleep, and ght. She takes
photographs of the ants. She lies on the ground with her camera
and waits for the right moment. The ants and other bugs often bite
her, but that doesn’t stop Doctor Bugs. She has an interesting and
unusual job, and she loves it!
The forms of the simple present tense
Singular subjects like he, she, it, the student, Abebe, etc. will add
‘–s’ or ‘–es’ to form the simple present tense, while plural subjects
will have the innitive forms of the verbs. Look at the forms in
the Table below. The negative forms of the simple present tense
are developed using the verbs ‘does+ not +the innitive’ for the
singular subjects and ‘do+ not +the innitive’ for plural subjects.
‘I’ as a subject takes the same forms of verbs as plural subjects. In
examples given in the table, the negative marker ‘not’ is contracted
as ‘n’t’ (e.g. do not = don’t; and does not = doesn’t). Look at
the examples given in the Table carefully, and discuss in groups
how the positive, negative and question forms of the simple present
tense are formed.
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Subjects Positive forms Negative forms Question forms
Singular
He plays
football.
He does not
(doesn’t) play
football.
Does (Doesn’t) he
play football?
She studies
every night.
She doesn’t study
every night.
Does (Doesn’t) she
study every night?
The student
goes to school
every day.
She doesn’t go to
school every day.
Does (Doesn’t) the
student go to school
every day?
I
I play football. I do not (don’t)
play football.
Do (Don’t) I play
football?
Plural
You study
every night.
You don’t study
every night.
Do (Don’t) you study
every night?
They go to
school every
day.
They don’t go to
school every day.
Do (Don’t) you go to
school every day?
We play
football.
We don’t play
football.
Do (Don’t) we play
football?
The students
play football.
The students
don’t play
football.
Do (Don’t) the
students play
football?
Note
The simple present tense has dierent functions. It expresses, for
example, habitual actions, future actions and other functions. In
this Unit, you learn how it can be used to express habitual actions
and future actions. When it expresses habitual actions, it is used
with words like everyday, always, sometimes, often, etc which are
called ‘adverbs of frequency’. You will learn about the ‘adverbs of
frequency’ in units 2 and 3, and we advise you to refer back to this
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section for more understanding of their application in the simple
present tense.
ʯ Activity 1.15 Decide whether or not the verbs in
bold are in their correct present
forms, and supply the correct
one if you nd the wrong form.
Hagos is a mechanic. He know a lot about cars. He work at a
garage. He x cars and talks to customers. They asks questions
about their cars. Hagos works from 8:00 a.m. to 10:00 a.m.
ʯ Activity 1.16 Supply the correct simple
present forms of the verbs in
parentheses.
Worku and Senait (1) ______ (have) a busy life style. Worku is a
doctor at a hospital. He works at night, so he (2) ______ (go) to
work at 7:00 p.m. and comes home at 7: a.m. His wife Senait works
at a bank. She (3) ______ (go) to work at 8:00 a.m. and comes
home at 6:00 p.m. They don’t see each other a lot during the week.
Worku and Senait also (4) (have) two children, Belay and
Haregewoin. Every morning they all (5) _____ (have) breakfast
together at 7:30. Then, Belay and Haregewoin (6) _____ (go) to
school, and Senait (7) _____ (go) to work. Worku (8) _____ (do)
the dishes, and then (9) _____ (go) to bed. Haregewoin usually (10)
_____ (do) her homework at a friend’s house in the afternoon, and
Belay (11) (have) _____ soccer practice. Worku gets up at 4:00 p.m.
At 6:00 p.m., he (12) ______ (have) dinner with Senait, Belay, and
Haregewoin. After dinner, he (13) _____ (go) to work. Worku and
Senait (14) _____ (have) a busy schedule during the week, but on
weekends they relax.
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1.4.3 The Present Continuous Tense
The present continuous tense is formed by the use of ‘is’, ‘am’, and
‘are’ as helping verbs and the –ing forms of the main verbs. How are
‘is’, ‘am’ and ‘are’ used? ‘Is’ is used with singular subjects, while
‘are’ is used with plural subjects. ‘Am’ is used with the subject ‘I’.
Look at the examples given in the Table below very carefully, and
discuss in groups how the positive, negative and question forms of
the present continuous tense are formed.
Subjects Positive forms Negative forms Question forms
Singular
He is playing
football.
He is not(isn’t)
playing football.
Is (Isn’t) he playing
football?
She is studying
every night.
She is not (isn’t)
studying every
night.
Is (Isn’t) she
studying every
night?
The student is
going to school
every day.
She is not (isn’t)
going to school
every day.
Is (Isn’t) the student
going to school
every day?
I
I am playing
football.
I am not (amn’t)
playing football.
Am (Amn’t) I
playing football?
Plural
You are
studying every
night.
You are not (aren’t)
studying every
night.
Are (Aren’t) you
studying every
night?
They are going
to school every
day.
They are not
(aren’t) going to
school every day.
Are (Aren’t) you
going to school
every day?
We are
playing
football.
We are not (aren’t)
playing football.
Are (Aren’t) we
playing football?
The students
are playing
football.
The students are
not (aren’t) playing
football.
Are (Aren’t) the
students playing
football?
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Note
Present continuous tenses are used for actions that are being
completed now. It is also used to express future actions.
Examples
1 I am reading a book now. (The speaker is reading at the moment of
speaking)
2 She is coming tomorrow. (A future action that will denitely happen).
ʯ Activity 1.17 Read the following dialogue
and underline the present
continuous forms of the verbs.
Dialogue: On the Telephone
Mohammed: Hello, can I speak to Zeleke?
Zeleke: This is Zeleke, who is speaking?.
Mohammed: Hi, this is Mohammed.
Zeleke: Hi Mohammed. What are you doing?
Mohammed: Well, I’m cooking dinner.
Zeleke: What are you cooking?
Mohammed: I’m baking some potatoes, and boiling some carrots.
Zeleke: It sounds delicious.
Mohammed: What are you doing for dinner tonight?
Zeleke: Well, I don’t have any plans.
Mohammed: Would you like to come over for dinner?
Zeleke: Oh, I’d love to. Thanks.
Mohammed: Great. Zeineba and Mulat are also coming. They are
arriving at seven.
Zeleke: Ok, I’ll be there at seven, too.
Mohammed: Ok, see you then. Bye.
Zeleke: Bye.
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ʯ Activity 1.18 Complete the dialogue using
the Present Simple or Present
Continuous forms of the verbs
given in parentheses.
Chaltu: (1) _______ you _______ (travel) a lot to Hawassa?
Zinash: Yes, but I (2) _______ (not / go) away as often as my dad
does.
Chaltu: (3) ____ he often ______ (y)?
Zinash: Yeah, he (4) _________ (do).
Chaltu: (5) _____ your mum usually ______(stay) at home
when he’s away?
Zinash: Yes, but my aunt Silenat and my cousin Alemu, (6) ____
(come) to our house sometimes and (7) ____ (spend) time
with us but Kassahun (8) ______ (not/come) very often.
Chaltu: Oh, why not?
Zinash: Well, from Monday to Friday he (9) ____ (study) hard.
Sometimes at weekends he (10) _____ (watch) TV late at
night, but my aunt (11) ______ (not/ like) that.
Chaltu: What do you think he (12) ____ (do) now? It’s Sunday.
Zinash: Maybe he (13) _______ (sit) in his room. He (14) ___
(love) lms, so perhaps he (15) ______ (watch) one now.
Chaltu: What about your aunt, Zinash? What (16) ___ she ___
(do) at the moment when his son is at home?
Zinash: I think she (17) _____ (cook) because Alemu (8) __ (like)
eating so much.
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ʯ Activity 1.19 Select the appropriate word
from the given list and complete
the sentences using present
continuous tense used to express
future action.
take start leave go do depart get come
The Big Day
A : Have you heard of Brad and Mimi?
B : Brad and Mimi? What’s happened?
A : They ____________ (1) married on Saturday.
B : You’re joking. I didn’t know that Mimi fancied Brad. When
____ (2) the wedding ___(2) place?
A : It ________ (3) place on Saturday. Didn’t you listen to me?
B : Of course I did. But what time _______ (4) it _________.(4) ?
A : The wedding ceremony _________ (5) at 11 o’clock in the All
Saints church.
B: ________ (6) you ________ (6)?
A : Yes, I’m. They’ve invited me.
B : Do you think I could join you?
A: Why not? I’m sure the church is going to be full. But I ____ (7)
early in the morning, because my dad _______ (7) to work by
car on Saturday and he can take me to the All Saints.
B: If your dad doesn’t mind.
A: No problem. The more, the merrier, he always says. By the way,
_____ (8) you anything tomorrow morning? We could buy some
present for them.
B: Good idea. We can get the bus to the Macy’s Shopping Gallery.
It ________ (9) at 9.35.
A: All right. See you at the bus stop. Bye.
B: Bye-bye.
Taken from https://www.e-grammar.org/present-tenses-for-future/
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1.4.4 Question types
You have learned about tag-questions above. The other types of
questions you learn in this unit are ‘wh’-questions and ‘yes/ no’
questions.
A. Wh-questions
The wh-questions are formed by using who, what, where, why,
when, which, and how. Learn how the questions are formed from
the following examples.
Examples
1 What is your favorite book?
■ My favorite book is Fikir Eske Mekabir.
2 Where do you live?
■ I live in Merawi.
3 Which one do you like more, living in urban areas or in rural areas?
■ I like to live in urban areas.
■ I like to live in rural areas.
4 Why do you like to live in rural areas?
■ I like to live in rural areas because I help my parents in
farming in the winter.
5 What advantages do you get living in urban areas?
■ In urban areas, I can get access to read books in libraries.
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ʯ Activity 1.20 Answer the following questions.
1. What does your mother do in the kitchen? ___________.
2. What’s your favourite sport? _________________.
3. How many players are there in a football team?_________.
4. Who is the President of the Region you are living in?____.
5. Why do people like to live in urban areas?_____________.
6. Why do people like to live in rural areas? _____________.
7. Which subject do you like most? __________________.
B. Yes/No questions
The ‘yes/no’ questions are formed by using the ‘do verbs’ (do, does,
did), ‘have verbs’ (has, have, had), and modal verbs (can, could,
may, might, must, ought to, etc.).
Examples
1 Do you like animals?
a) Yes, I do.
b) No, I don’t
2 Can you bring me your marker tomorrow?
a) Yes, I can.
b) No, I cannot (can’t).
3 Is there a book on your table?
a) Yes, there is.
b) No, there isn’t.
4 Are there two pens on the table?
a) Yes, there are.
b) No there aren’t.
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ʯ Activity 1.21 Give answers to the following
questions.
1. Do you like your English lessons?
a) ________________________.
b) ________________________
.
2. Do you have a garden?
a) ________________________.
b) ________________________
.
3. Are there big buildings in urban areas?
a) ________________________.
b) ________________________
.
4. Is the number of schools in urban areas more than those in
rural areas?
a) ________________________.
b) ________________________
.
5. Does a student in a rural area score equal to the one who is
in urban area in school leaving examination?
a) ________________________.
b) ________________________
.
6. Has the teacher given you a reading activity?
a) ________________________.
b) ________________________
.
7. Must you call him again?
a) ________________________.
b) ________________________
.
c) ___________________________.
d) ___________________________.
e) ___________________________.
f) ___________________________.
g) ___________________________.
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ʯ Activity 1.22 Develop questions using ‘wh’,
‘auxiliary’ or ‘modal verb’
question beginners to the
following answers with your
partner.
1. I am learning in Hottie Primary School.
2. Yes, I like the English lessons very much.
3. Yes, I can swim very well.
4. I like to live in rural areas.
5. She likes biscuits most.
6. He works in a hospital.
7. They must read books to understand the tenses more.
8. Yes, she is a student.
ʯ Activity 1.23 Select the appropriate wh-words
from the list and ll in the
blanks in Column A and match
the questions formed with their
answers in Column B.
What/ where/ when/ why/ who/ how/ how many
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Column A Column B
1. ___’s that boy?
2. ___ are Tesfu and Dilnesa?
3. ___ do you have English
lessons?
4. ___‘s you mother, Molla?
5. ___ rooms are there in your
house?
6. ___‘s your favorite hobby?
7. ___ your friends like Gaynt?
8. ___‘s the matter Worku?
a. My foot hurts.
b. Dancing.
c. Because it’s nice and
peaceful.
d. That’s Feleke, my friend.
e. On Monday and Friday.
f. She is ne, thanks.
g. They are in Debre Tabor.
h. They are six rooms
Now give your answer to each question as in the example given
below.
Example
1 A: Who is that boy?
B: That’s Feleke, my friend.
ʯ Activity 1.24 Change the sentences into
‘wh-questions’ and ‘yes/no
questions’ about the underlined
words or phrases.
1. Lelisa and Tirhas have got two children.
Yes/no question: ___________________________
Wh-question: ___________________________
2. Meseret is my favorite actress.
Yes/no question: ___________________________
Wh-question: ____________________________
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3. Daniel is a shopkeeper.
Yes/no question: ___________________________
Wh- question: ____________________________
1.5
Speaking Skills
1.5.1 Speaking activity based on the reading passage
ʯ Activity 1.25 Look at the pictures below and
in pairs, say about what each
person is doing.
1. She ______________________________________.
2. She ______________________________________.
3. He ______________________________________.
4. They ____________________________________.
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Rural
Urban
ʯ Activity 1.26 Look at the pictures above and
decide where you want to live in
and why, using the information
about the advantages and
disadvantages of living in rural
area given in the table below.
1. Discuss the information in the table.
2. Before using the information for your conversation, make
sure you know the meanings of important words in bold.
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Advantages of rural life Disadvantages of rural life
■ There is a lot of free space
available in the rular area.
■ The rural area/countryside
oers us a lot more land to
live on.
■ You can live in your own
house with your own private
garden.
■ You can easily go for a walk
outside your house.
■ You’re surrounded by
beautiful scenery and you
can walk in the countryside.
■ The pace of life is slower
and more relaxed.
■ You get peace and quiet.
■ You get fresh air.
■ People live in close
communities and they know
each other.
■ Road networks are usually in
poor condition.
■ Public transport is hopeless.
■ There aren’t shops. /You don’t get
many shops.
■ There isn’t much privacy because
everyone knows what you are
doing.
■ There aren’t many educational
facilities.
■ People in the
countryside lack access to
modern health care.
■ People do not have more access
to pure water, electricity,
internet, etc.
Example
This is how you present your ideas to your group:
I like living in rural areas because there are…. First, … Second, …
Besides, … in rural areas, there is …. Generally, living in the rural
….
1.5.2 Pronunciation: Rising and falling intonations
A rising intonation ( ) pattern would be used mainly for yes/
no questions and question tags showing uncertainty and requiring
answers. It invites the speaker to continue speaking.
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ʯ Activity 1.27 In pairs, practice producing the
following examples given for
each discourse pattern. Then,
give other examples by yourself
for each intonation pattern.
1. Yes/no Question (Questions that can be answered by ‘yes’
or ‘no’.)
■ Do you know your teacher’s name?
■ Have you done the assignment?
■ Do you have any question?
2. Question tags that show uncertainty and require an answer.
■ We have agreed, haven’t we?
■ You need bread, don’t you?
■ You’re a new student aren’t you?
ʯ Activity 1.28 Practice the following sentences
with accurate intonations.
Then, add examples of your
own for more practice of the
intonations.
1. Wh -questions (requesting information.)
(questions beginning with ‘who’, ‘what’, ‘why’, ‘where’, ‘when’,
‘which’, and ‘how’)
• What is your
name?
• Who can answer this
question?
• Whose pen is
It?
Falling intonation (
) Wh-questions (information
questions), conrmatory question tags are commonly produced
in falling intonation.
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2. Question Tags that are statements requesting conrmation rather than
questions.
• He is so clever, doesn’t
he?
• We failed the test because we didn’t revise, did
we?
• It doesn’t seem to bother him much, does
it?
1.6
Writing Skills
1.6.1 Constructing sentences
ʯ Activity 1.29 Construct sentences based on
the example given(Discuss your
sentences with your partner.)
1. Write two sentences that explain why you choose to live in
a city.
Example:
I choose to live in a city because there are good
transportations and health centers in the nearby.
2. Write two sentences that explain why you do not choose to
live in a city.
ʯ Activity 1.30 Write 3 to 5 sentences about
your village or town. Then, read
them to your group of three or
four members.
Examples
1 I live in a small village.
2 There are many cows and donkeys in my village.
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1.6.2 Developing a paragraph
ʯ Activity 1.31 The sentences you wrote for
activity 1.29 above must be
organized into a paragraph
using appropriate cohesive
devices. Use the following
paragraph framework.
Living in a rural area gives me enormous satisfaction. There are
many cows and pets such as cats…. There is also…. Besides, in my
village, ….Moreover, ….Generally, ….
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Unit
2. Study Skills
At the end of this unit, learners are expected to:
Ҕ listen to a variety of texts with medium level understanding
and transfer information,
Ҕ interact in English medium in varied communication
situations with comprehensible grammar,
Ҕ read medium level reading resources and comprehend
contents,
Ҕ guess meanings of words using different clues,
Ҕ extend their vocabulary through collocations,
Ҕ use vocabulary during interaction appropriately,
Ҕ practice pronouncing intonations of auxiliary beginning
and wh-questions accurately,
Ҕ select appropriate study skills and apply in learning
vocabulary and other language skills,
Ҕ use addition and sequence connectors with reasonable
accuracy in communication,
Ҕ generate simple past and past continuous tenses
accurately, and
Ҕ write grammatically correct sentences, paragraphs and
essays
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2.1
Listening Skills
students reading in a classroom
ʯ Activity 2.1 Look at the picture above. What
does a good language learner
do? In pairs, share your ideas
about some learning activities
that help you learn English
better.
ʯ Activity 2.2 Listen to the text carefully and
answer the following questions.
1. What do you think a good language learner shouldn’t do?
___________________________________________________.
2. What are the dierent activities a good language learner
does?
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a. ______________________________________________.
b. ______________________________________________.
c. ______________________________________________.
3. You should remember useful _________ and _________
while you are shopping or walking down the street.
4. How is a good language learner motivated?
_______________________________________________
ʯ Activity 2.3 Answer the following questions.
1. Discuss with your partner about how you study your
subjects.
2. What would you do when you nd dicult words in your
readings?
3. Write a short paragraph about what you can do with your
partner when you are given a task to do together?
2.2
Reading Skills
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ʯ Activity 2.4 Answer the following questions
based on your personal
experience and the information
you get from the above picture.
Share your answers with your
group members.
1. In pairs, discuss what clever students usually do for their
learning.
Begin your discussion as: They plan their time and use it eectively...
2. How do you learn English?
Begin your discussion as: I learn English by referring to dictionaries
for new words...
3. Do you know the meanings of the words below?
strategy plan manage style goal
Learning strategies
1. Learning strategies or study skills determine your approach
to achieve your learning objectives. They are plans that
learners consciously have recourse to in order to help them
learn more effectively. These strategies are usually linked
to learners’ needs and interests to boost learning. They are
grounded on various types of learning styles. There are some
strategies that can help you be successful in your studies.
2. First set small, achievable goals. Start with small steps to
reach higher targets. For example, try to learn 5 new English
vocabulary items every day, set a 30 minutes study session
every day, learn the lyrics of an English song every now
and then, and read a short English text every day. Therefore,
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setting small targets is much better than setting huge goals
that you cannot achieve. Remember that “small drops of
water make the mighty ocean”.
3. Secondly, plan your studies. Planning your studies gives
meaning to your work. If you know all the steps necessary
to achieve a goal and these steps are written down on a piece
of paper, it will be easy for you to see the whole picture.
4. Thirdly, be motivated. The secret to success is that you
should be motivated to learn. Try to avoid boredom by
having fun in what you do. Try to find a positive aspect to
studying English. That is, read about what you are interested
in (hobbies, fields of interest...), watch your favourite films
in English, listen to your favourite English songs and learn
the lyrics
.
Write your diary in English and read about your
favorite stars in magazines or online. Remember, we learn
better and fast things we really want to learn.
5. Fourthly, manage your time. In order to manage your time
successfully, having an awareness of what your goals are will
assist you in prioritizing your activities. Time management
provides you with the opportunity to create a schedule that
works for you, not for others. This personal touch gives you
the flexibility to include the things that are most important
to you.
6. Finally, set a reward for yourself. Set a reward for yourself
that you can look forward to. For example, when you reach a
goal, give yourself a reward: watch a movie, have a delicious
snack, meet your friends, and go to the café.
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7. Generally, your learning achievement will definitely be
met given that you set your manageable goals, plan your
studies properly, arouse your interest of learning, manage
your time effectively and get a reward for yourself when
you accomplish the learning activities successfully.
[Adapted from: Ekwensi, F., Moranski, J., & Townsend-Sweet, M., (2006).
E-learning concepts and techniques; Retrieved from, http://iit.bloomu.edu/
Spring2006_eBook_les/ebook_spring2006.pdf]
ʯ Activity 2.5 Read the above passage carefully
and decide whether each
statement below is ‘true’ or
‘false’ based on the information
in the passage. Provide evidence
for your answers..
1. Setting a plan for their studies alone could make students
succeed in their learning.
2. Manageable goal setting could be the rst step in the
learning strategies that students need to know.
3. Giving reward to oneself for doing good things is morally
acceptable.
4. Developing motivation for learning could only be expected
from smart teachers.
5. Having a time schedule for studying indicates students’
awareness about time management.
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ʯ Activity 2.6 Based on the reading passage,
answer the following questions.
1. Fill in the missing information.
Type of strategies Examples (functions)
To see the whole picture
Be motivated
2. In paragraph 4, line 8, what does the writer want to say
by stating “remember, we learn better and fast things we
really want to learn”?
3. The word this, in paragraph 5 line 5 refers to ___________.
4. Which of the following indicates the purpose of the writer?
A. To describe the characteristics of a good student
B. To explain why some students do not succeed
in their study
C. To give advice to students on how to be
successful in their studies
D. All.
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2.3
Vocabulary Development
2.3.1 Vocabulary from the reading passage
ʯ Activity 2.7 The following words are taken
from the reading passage. Find
their meanings based on the
context they are used in the
passage.
1. recourse (paragraph 1) alternative/option (example)
2. session (Paragraph 1) ___________________________
3. boost (paragraph 1) _____________________________
4. achievable (paragraph 2)_________________________
5. huge (paragraph 2) _____________________________
6. boredom (paragraph 4) __________________________
7. favourite (paragraph 5)__________________________
8. exibility (paragraph 5) _________________________
9. reward (paragraph 6)____________________________
2.3.2 Collocations
A collocation is a pair or group of words that always goes together.
Although there are no specic rules for collocations, it is important
to study the commonly observed collocations that appear in the
forms of adjectives and nouns as well as verbs and prepositions.
A. Some adjective and noun collocations
■ big disappointment, big failure, big mistake, big surprise, etc.
■ heavy bag, heavy box, heavy rain, heavy snow, heavy suitcase, heavy
trac, etc.
■ rich culture, rich history, rich people, rich vocabulary, etc.
■ strong accent, strong drink, strong smell, strong taste, strong wind,
etc.
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ʯ Activity 2.8 Using the given words, complete
the following blank spaces
with correct adjective and noun
collocations. One alternative
may be used more than once.
big heavy rich strong
1. It will be a ____________failure for you if you do not
accept my advice.
2. We expect _____________ rain in the coming two months.
3. Several people have been displaced because of _______
wind destruction.
4. Even though we have ____________ culture, we do not
use it for our socio-economic development.
5. Every student must avoid having _________ drink while
coming to class.
6. Our _______ history usually surprises people from abroad.
7. We need to have a ____________ stand for our country’s
sovereignty.
8. An accident caused _____________ trac in the highway.
9. You can see they’re very______ people by what they wear.
B. Verb and preposition collocations
Some verb and preposition collocations are given in the Box
below, and these collocations could also be called phrasal verbs.
Study each phrasal verb and take notes on how to use it in your
communication.
blow away blow o blow out blow up boil down to
break in break out break through break down break o
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ʯ Activity 2.9 Using the given collocations
above, complete the following
blank spaces with correct verb
and preposition collocations.
The rst one is done for you.
1. She blew away the dust which was collected on the table.
2.
Almaz seems to __________ the afternoon meeting and leaves
early
.
3.
The army _____________the bridge for preventing the entrance
of their enemy.
4. It is time to ______ the candles of the birthday celebration.
5. At the end of the day, the contesting issues will ________
money.
6. Our car ___________ so we came by taxi.
7. We feel that the civil war will ________ unless we come
into consensus.
8. Sorry to _________ your conversation, could you bring me
that bag please?
9. She seems to __________their engagement as she thinks
he has not been faithful.
10. The prisoners try to ____________the fence for escaping
from the police station.
2.4
Grammar
2.4.1 Connectors: addition markers
Connectors create coherence in a paragraph making words, phrases,
and sentences logically interweave among each other. If sentences
are unied, they will have a logical order and they will be easy for
listeners and readers to grasp meanings.
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There are dierent types of connectors. Some of them indicate
contrasts; others show cause and eect, and still others indicate
addition. There are also connectors that show comparison, time
order, examples, generalization, summary, etc. Connectors serve
as transition words and connect ideas of a sentence to another and
even paragraphs. In this Unit you will learn about addition and
time order connectors. The addition connectors (markers)
include and, also, besides, further, furthermore, too, moreover,
in addition, then, of equal importance, equally important, and
another; while the time order (sequence) connectors include
words like at rst, eventually, nally, rst, rstly, in the end,
in the rst place, in the second place, lastly, later, next, second,
secondly, to begin with. Which one (s) of these are you familiar
with?
How are and, also, besides, further, furthermore, too, moreover, etc.
used in sentences?
Examples
1 Reading books helps to learn new information; furthermore, it
helps one to keep his or her brain fresh.
2 A: We went a lot of sightseeing at Bahir Dar.
B: We also went shopping.
ʯ Activity 2.10 Select the most appropriate
answer from the choices given
in parentheses in the following
sentences.
1. Their team has got the best players. (Moreover /However),
their coach is fantastic.
2. Azeb actively participates in class. (Furthermore /But), she
often gets good marks.
3. The service at this restaurant is excellent. (However/
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Besides), the food is delicious.
4. Eating well will help you live a healthier life. (Moreover/
As a result), exercising every day is also highly
recommended.
5. Moving from one country to another can result in culture
shock. (However/In addition), the language barrier that
many immigrants face can lead to a long life of hardship.
6. There are some slight variations in temperature.
(Consequently/ Otherwise/ However), 26 to 27ºC should
be expected.
2.4.2 Words of sequence
We hope you have learned the dierent words of sequence. The
following exercise will help you learn more about them in contexts.
ʯ Activity 2.11 Choose the correct word of
sequence from the choices
given in brackets.
1. An hour passed, but there was no sign of Helen. (1. Until/
Before/Finally), we decided to go home.
2. We bumped into Eba during our trip to Langano. A few
weeks (2. later/ then/after), we met him again.
3. The football coach announced, ‘Today, we will begin
practicing for the coming match. (3. Then/After/
Eventually) he added, ‘Let’s warm up rst.’
4. (4. First/Before/After), heat the oil in the frying pan. Then
put in all the chicken pieces.
5. Many people wanted to buy the tickets. (5. Before/After/
Finally) a while, the queue was quite long.
6. Shashe will be back in fteen minutes. (6. Later/
Subsequently/ Meanwhile) make yourself at home.
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7. I really had a busy morning (7. at rst/next/ rst), I made
breakfast for all my family, (8. nally/rst/next) I took
my brother to school and (9. nally/rst/later) I went
shopping.
ʯ Activity 2.12 Fill in the blank spaces in the
following paragraph with
appropriate connectors of
sequence.
Yesterday, it was my birthday and it didn’t start well. I went to the
park to meet my friends, but they weren’t there. I decided to look
for them. 1. ________, I went to the shopping centre opposite the
park, but they weren’t there. 2. ________, I looked for them at
the library, but they weren’t there. 3. _________, I tried the sports
centre and the restaurant near the park, but my friends weren’t there.
4. ________, I went home, and my friends there 5. _________ with
a birthday cake, ice cream, music and games. It was a surprise party
for me! In the end, I got a great birthday.
2.4.3 Adverbs of frequency
Do you know words like always, often, usually, sometimes, rarely,
etc.? People usually use them in their speaking and writing. You
need to lean them very well because you will use them when
you speak and write in English. We hope you remember that we
mentioned the ‘adverbs of frequency’ that they will be used with
simple present tenses in indicating habitual actions.
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ʯ Activity 2.13 Read the following two short
dialogues and pay attention to
the words in bold. What do you
think they tell us?
Dialogue 1
Tesfaye: What kind of person are you?
Shemsu: Well, I’m friendly and outgoing, and I’m usually very
happy. I don’t often complain, and I never shout or get
really angry. How about you?
Tesfaye: I’m friendly too, and I’m a little shy.
Shemsu: I’m always happy, but sometimes I’m very busy. I always
try to have a happy face.
Tesfaye: Me too!
Dialogue 2
Tinsae: What are some customs in your country, Ethiopia?
Kassahun: We always bow to people we meet, and we never joke
about people’s names.
Tinsae: That’s good. Here we never ask about people’s salary,
it’s rude. Also we usually aren’t late for meetings.
Kassahun: That’s good too!
Note
The words always, usually, often, occasionally, seldom,
sometimes, rarely and never which are written in bold in the
dialogues above are called ‘frequency adverbs’. They describe how
often an action happens.
Examples
1 Helen always goes out on Sundays.
2 Aster usually drives into the city centre with her brother.
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3 Beyene and Dawit often go lunch together.
4 In the winter, we sometimes have very heavy rains.
5 Few students rarely go to the cinema in the summer. because they
prefer to stay outside.
6 As students are so busy, they never go to bed before 10 o’clock.
7 Sometimes she does her homework with friends.
8 Usually they study on their own.
9 Students should usually try to get meanings of words from contexts
they are used.
The adverbs of frequency can also be used after the modal verbs as in the
following examples.
Examples
1 You must always try your best.
2 We can usually nd a seat on our train.
3 We should not always depend on dictionaries to for meanings of
words.
4 They should never be rude to customers.
To make questions about frequency, we can use ‘how often…?’ and using
the ‘do verbs.
Examples
1 How often do you watch lms?
2 How often does he play tennis?
3 How often do the trains arrive late?
4 Do you often come here?
5 Does she always work so hard?
6 Do they ever pay on time? (‘ever’ instead of ‘never’ for questions)
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ʯ Activity 2.14 Discuss the following questions
with your partner and give
answers.
1. What do you usually do on Saturday nights?
2. How often do you visit new places?
3. Do you ever go to the theatre?
4. How often do you play sports?
5. Do you ever watch lms or TV programmes in English?
6. What time do you usually go to bed?
7. How often do you drink tea at a cafe?
8. Are you sometimes late for school?
2.4.4 Simple past and past continuous tenses
ʯ Activity 2.15 Read the following paragraph
about ‘Spooky Story’ and see
the forms of the verbs written in
bold.
It was just before midnight on October 31st last year. Susan Lee
was driving home after visiting her sister. The road was clear and
she was driving carefully. Suddenly, out of nowhere, a young
man stepped out in front of her. He was wearing a dark coloured
raincoat and carrying a backpack. Susan stepped hard on the brake
pedal but it was too late. She got out of the car but, to her surprise,
there was nobody there. While she was looking under the car, she
felt a cold wind on her face and a strange presence that sent shivers
down her spine. She was still looking under her car when a lorry
behind her. The lorry driver, a middle-aged man, walked up to her
and asked her if she needed help to start her car so she told him
what had happened. He seems surprised when Susan told him about
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the young man. ‘In October 1978, there was a car accident on this
road and a hitchhiker was fatally run over. You’re not the rst to
have seen his ghost here, he said in a mysterious tone.
The verbs in bold are written either in simple past or past continuous
tenses. The simple past verbs are:
simple past verbs origin verbs simple past verbs origin verbs
stepped step stopped stop
got get walked walk
was is said say
sent send didn’t do/does (not)
The verbs written in past continuous tense are:
Past continuous verbs origin verbs
were driving drive
was looking look
was wearing wear
A. The Simple Past Tense
The simple past tense shows an action which was completed in the
past. Examples are given to you in the Box below which indicate
the positive, negative and question forms of the verbs in simple
past tense.
Examples
Positive
1 I woke up early in the morning.
2 Silenat played volleyball when she was in a high school.
3 My sister invited me a cup of coee yesterday
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Negative
1 I did not (didn’t) wake up early in the morning.
2 Silenat did not (didn’t) play volleyball when she was in a high school.
3 My sister did not (didn’t) invite me.
Questions
1 Did (Didn’t) I wake up early in the morning?
2 Did (Didn’t) Silenat play volleyball when she was in a high school?
3 Did (Didn’t) my sister invite me a cup of coee yesterday?
Below, we have given you the simple past forms of few verbs. As
you see, some of them, add -d or –ed (travelled, turned), while
others have dierent forms (broke, knew). Those verbs that add
-d or –ed are called regular verbs, while the others are called
irregular verbs.
ʯ Activity 2.16 Now classify the verbs below into
regular and irregular verbs.
1. cry cried 8. chat chatted
2. travel travelled 9. turn turned
3. send sent 10. cut cut
4. enjoy enjoyed 11. try tried
5. stop stopped 12. know knew
6. break broke 13. say said
7. fall fell 14. happen happened
Regular verbs Irregular verbs
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ʯ Activity 2.17 Give the correct simple past
forms of the verbs in brackets
in the following sentences.
1. What ______you (do) at home yesterday?
2. Why _____ you (not call) me last night?
3. My friend (graduate) in Civil Engineering.
4. Our teacher (appreciate) my classmates for they (do) the
assignments correctly.
5. He (cut) his nger while he was helping his mother chop
onions.
2.4.5 Past continuous tense
Similar to the simple past tense, the past continuous tense also
shows a past action, but which was in progress at a certain time in
the past.
A: What were you doing at home last night?
B: I was studying. [This shows the person began studying earlier
and continued.]
The past continuous tense also shows that an activity was in progress
for some time, but it has stopped during the time of speaking.
Examples
1 We were cleaning the house all morning.
2 I was reading a book when she came.
The positive, negative and question forms of the past continuous
tense are presented in the Box below. Read them very carefully to
understand how the tense is formed in dierent forms.
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Examples
Positive
1 She was working in the garden.
2 Silenat was playing volleyball with her friends.
3 My friends were reading in the library.
Negative
1 She was not (wasn’t) working in the garden.
2 Silenat was not (wasn’t) playing volleyball with her friends.
3 My friends were not (weren’t) reading in the library.
Questions
1 Was (Wasn’t) she working in the garden?
2 Was (Wasn’t) Silenat playing volleyball with her friends?
3 Were (Weren’t) my friends reading in the library?
ʯ Activity 2.18 Write the correct past continuous
forms of the verbs in brackets.
1. What ______ (do) in the eld with Samuel yesterday?
2. I ______ (try) to get the meanings of the words in the
dictionary.
3. Which book you (read) to learn more about ‘Study Skills’?
4. My friend (read) about ‘Learning Strategies’ in addition to
the lesson we studied.
5. He ______(not play) football because his leg was injured.
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ʯ Activity 2.19 Complete the sentences with
the past simple or the past
continuous form of the verbs in
brackets.
1. I (switch o ) the computer because it (make) a strange
noise.
2. My father (listen) to classical music when I (arrive) home
from school.
3. We (play) video games when my mother (say) ‘Turn the
volume down!’
4. My little sister (draw) a picture while I (study) for my
French exam.
5. When we (leave) school yesterday, it (pour) with rain.
6. When you (see) Tefera, he (wear) a black jacket?
ʯ Activity 2.20 Write the correct simple past or
past continuous tenses of verbs
in brackets.
Sometimes I hate computers! Once, when I _______ (1. try) to do
my English homework on my laptop, the battery _______ (2. run
out). I ______ (3. lie) on my bed and I was listening to music. It
helps me to concentrate. I ____ also (4. chat) to my friend Daniel
on Facebook. OK, so I _____ (5. not concentrate) very hard on
my homework and I ______ (6. forget) to plug in my laptop! I
didn’t notice that the battery was getting low. I was just nishing
the essay when the screen _______ (7. go) black. I ______ (8. lose)
everything. I ______ (9. scream) in frustration. My dad _______
(10. come) running into my bedroom. I ______ almost (11. cry) so
he _______ (12. give) me his laptop. I _____ (13. try) to remember
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everything in my essay. It ______ (14. be) quite dicult especially
because Daniel was sending me lots of funny videos. Anyway,
while I was watching one, the Wi-Fi stopped working. In the end,
it was probably better because I ______ (14. manage) to nish the
essay.
(Adapted from ’Out and About’, Cambridge University Press, 2015)
2.5
Speaking Skills
ʯ Activity 2.21 Based on the information in
the listening text and your day-
to-day experience, discuss the
following questions in groups.
1. Are you a good language learner?
2. How does a good language learner learn English?
2.5.1 Pronunciation: Rising and falling intonations with
questions
A. Intonation with wh-questions
How did you pronounce wh-questions? Did ever use intonation
in your wh-questions knowingly? Take a look at the following
questions. How do you say them? Say the following questions to
your partner and notice how you produce them. Do you feel that
you produced them correctly?
1. What are you doing?
2. Where are you going?
3. How much does the pair of shoes cost?
4. Why are they so late?
5. Who was the girl you were talking to?
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B. Intonation with yes/no questions
Take a look at the following yes/no questions. How do you say
them? Say the following questions to your partner and notice how
you produce them.
1. Did you nish your homework?
2. Do you like birds?
3. Are you coming to my birthday party?
4. Has she called you back?
5. Should he come to school next Saturday?
Do you feel that you produced them correctly? Read the following
short note in the Box below about how you can produce wh-
questions and yes/no questions.
Note
Wh-questions are normally produced with falling intonation;
whereas, yes/no-questions are normally said with rising intonation.
ʯ Activity 2.22 Pronounce the wh- and yes/no-
questions above in falling and
rising intonations, respectively.
Practice them repeatedly until
you feel you have mastered
them.
Now look at the following sentences.
1. And what do we have on Mondays?
2. When is the next English class?
What do you think is the situation these questions are asked? We
think the speaker and the listeners very well know about what
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they have on Mondays and when the next English class is.So, the
questions are asked for the purpose of conrmation. In such kind
of meanings the wh-questions will have rising intonation. Practise
repeating the above sentences with your partner until you use the
correct rising intonation. Let your teacher listen to you to your
pronunciation of all the question forms you have practiced.
2.5.2 Speaking activity on ‘Study Habits’
ʯ Activity 2.23 Discuss the following questions
1. What problems do you face when you study? Share
your ideasin pairs. But before that, look at the following
dialogue and act it out with your partner.
Example dialogue
Amare: Hello Gemechu. How are you?
Gemechu: I’m ne and you?
Amare: I have become serious about learning better English.
From today, I will not speak Amharic with you.
Gemechu: Why?
Amare: Because, I want to improve my English speaking skills.
Gemechu: It’s a good idea. I agree.
Amare: Yes, if we want to develop our spoken English we must
practice speak in English.
Gemechu: You are right. Moreover, we should not think of other’s
criticism.
Amare: We should also develop our reading and writing habits.
Gemechu: But how can we do that?
Amare: We can develop reading skill through reading of ction
and newspapers. We can develop writing through free
writing on day to day experiences.
Gemechu: I have diculty in understanding English spoken by
native speakers.
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Amare: It’s a problem for me too. But I have improved a lot by
listening to BBC and internet video lectures on other
subject matters such as math.
Gemech: But for this we need to know grammar.
Amare: Denitely, we cannot avoid it. Grammar is necessary
for making the language for better communication.
Gemechu: Yes, I agree. Now, let’s go to the class.
Amare: Ok, let’s go.
2. How can you manage the challenges you face in studying?
Discuss in groups. You can discuss using the example
phrases and organization of ideas.
■ In my study, there are some problems I usually face…
Firstly, …. Secondly, ---- Thirdly… Finally, ….
■ One of the solutions for this I think is….
■ I usually have diculties when I study grammar/… First,
… Second, … Last but not least…
■ Probably, we can do … as a solution for these problems.
3. Read the following quotation carefully and discuss its
meaning with your partner. Then, share ideas about what to
do for successful learning.
“The capacity to learn is a gift; the ability to learn is
a skill; the willingness to learn is a choice.” – Brian
Herbert, author.
You can begin your discussion as follows.
■ I think what it meant to me is everyone can learn… the
other is … Besides, …
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2.6
Writing Skills
2.6.1 Sentence level writing
ʯ Activity 2.24 Based on the explanations and
examples given about compound
and complex sentences in the
Box below, give answers to the
questions using compound or
complex sentences. The rst
question is done for you as an
example.
Note:
Compound and complex sentences
1. Compound sentences are formed by combining two or more
sentences which are all independent clauses. They are formed by the
coordinating conjunctions such as but, and, or, etc.
For example,
She worked hard and she scored good marks.
As you see in the example, both clauses that are combined by
‘and’ are independent clauses; so such kind of sentences is called
compound sentences.
2. Complex sentences are sentences that contain one or more
independent clauses and one dependent clause in a sentence.
For example,
When she was in primary school, she used to study hard.
In the example above, the rst part of the sentence is a subordinate
(dependent) clause, while the second part of the sentence is a main
(independent) clause. Such kind of sentences is called complex
sentences.
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1. What made you be a successful student at your junior
school?
■ In my junior school, I had a good study habits that made
me a successful student. (Complex sentence)
2. What made learning dicult for you at junior school?
3. What did you get when you did your homework?
4. What did you feel when you studied for a test?
5. What skills did you have that made doing your homework
or studying for tests easier?
2.6.2 Paragraph writing
ʯ Activity 2.25 Write individual sentences
about the study habits of a
successful student based on the
information given in the Box;
then organize the sentences
together in a paragraph to
develop a story. Be sure that you
use correct punctuations and
cohesive devices in combining
the sentences together. One is
done for you.
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Punctuation Tips
Period (.): The ‘period’ is used at the end of a sentence.
Comma(,): There are dierent functions of the comma(,). Some of its
uses include the following.
a) to separate words in a series.
Exampple: The student is intellegent,hard-working and duty-mineded.
b) when the subordinate clause appears before the main clause in a
sentence.
Example: When I was a child, I used to play hide -and-seek.
Qestion mark(?): We use question mark at the end of a direct question.
Example: Do you like the English lesson?
Semi-colon(;): We use semi-colon to join related independant clauses
with connecting words.
Example: When I nish here, I will be glad to help you; and that is a
promise I will keep.
Adapted from: www.love.edu/tutor
Study habits of a successful student
Habit 1: Be Proactive: Take responsibility for your life.
Habit 2: Begin with the End in Mind: Dene your mission and
goals in life.
Habit 3: Put First Things First: Prioritize and do the most
important things rst.
Habit 4: Think Win-Win: Have an “everyone-can-win” attitude.
Habit 5: Seek First to Understand, Then to Be Understood: Listen
to people sincerely.
Habit 6: Synergize: Work together to achieve more.
Habit 7: Sharpen the Saw: Renew yourself regularly
Example
A successful student usually takes responsibility for his/her own
learning.
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At the end of this unit, learners are expected to:
Ҕ listen to a variety of texts with medium level understanding
and transfer information,
Ҕ interact in English medium in varied communication
situations with comprehensible grammar,
Ҕ create awareness to obey traffic rules for safety,
Ҕ read medium level reading resources and comprehend
contents,
Ҕ guess meanings of words using different clues,
Ҕ extend their vocabulary through antonyms and synonyms
as strategies,
Ҕ use frequency adverbs and obligation markers accurately
in their communication,
Ҕ realize the impacts of road accidents and promote safety
measures,
Ҕ write grammatially corret sentences, paragraphs and
essays.
Unit
3. Trac Accident
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3.1
Listening Skills
trac accident
ʯ Activity 3.1 Answer the following questions
based on the picture above and
share your answers with your
partner.
1. Have you ever seen a car accident?
2. Has it happened on you, your relative or a person whom
you know?
ʯ Activity 3.2 Listen to the teacher’s reading or
the recorded audio and ll in the
blank spaces in the following
sentences.
1. The accident rate increases during ________ when a crowd
of people pack the roads in their __________ to go home.
2. Go to any housing estate and see _______ children
speeding around on ___________.
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3. Mechanical problems and road conditions can also cause
accidents. For example, _______, __________,_______,
potholes and trac congestion.
4. The prevention of road accident depends largely on the
______________ of road users.
5. In short, a change of attitude for the better is required
of______________.
ʯ Activity 3.3 Answer the following questions.
1. With your partner, discuss the damages a car accident
could cause to societies
2. What do you think the following actors should do to reduce
car accidents?
A. road crossers and pedestrians
B. drivers
C. trac police
D. driving license providers
3. Write a short paragraph about the damages a car accident
causes to societies.
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3.2
Reading Skills
car crash
ʯ Activity 3.4 Look at the above picture and
write down what comes to your
mind, and discuss the following
questions with your partner.
1. What kinds of damages does a car accident usually cause?
2. Who should be blamed for the accident? Why?
You may begin your discussion with:
■ A car accident could cause several damages such as …
■ Who should be blamed? May be the…
Trac Accidents
1. Every day in the newspaper, we read about road accidents
where people get severely injured and even die. You may
have also been in an accident yourself or witnessed one
happening. Many of us may even have seen crowding on the
street around two vehicles that look crushed. Road accidents
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are not uncommon in big cities where there are thousands of
cars, motorcycles, auto-rickshaws, trucks, buses, and other
vehicles. Road accidents are most often the result of people
breaking traffic rules.
2. There is a reason that traffic rules are created in the first
place. However, people break them all the time, especially
when they know that the police don’t always catch them for
doing it. While the people who break the rules and get away
with it are lucky not to get caught, they are endangering
their lives whenever they indulge in such misbehavior.
The penalty for breaking traffic rules is generally fine,
but worse consequences of this are injuries like paralysis,
broken bones, concussions, etc. The worst possible outcome
of breaking traffic rules and getting into a road accident is
death.
3. The traffic rule that people break the most is jumping red
lights, which means they keep driving even when the signal
is red. Another bad habit that causes road accidents is drunk
driving. What they don’t realize is that when the light is
red for them, it is green for someone else and that they are
putting their lives in danger because of this. Most of the
time, people take turns on the road without putting on their
indicator to do so, and this can lead to road accidents too.
Thus, breaking traffic rules is very harmful, and people
should refrain from doing so not only out of fear of the
police but also because it risks their lives.
4. Road accidents are very scary, so we must ensure the utmost
safety while driving. One must always wear their seat belt,
only drive when the signal is green, stick to the speed limit,
stay in your own lane, wear helmets when riding bikes,
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etc. The best way to prevent getting in a road accident is to
ensure that you are following all the rules required to keep
you safe. After all, we only have one life, and it is important
to take care of it so we can enjoy it to the fullest.
ʯ Activity 3.5 Read the passage carefully and
decide whether each of the
statements is ‘true’ or ‘false’
based on the information in the
passage.
1. A trac accident is a matter of chance, one cannot escape
out of it because of safety conditions.
2. People break the trac rules when they know that the
police are not around.
3. Respecting trac rules saves us not only from penalty of
the breach of trac rules but also from car accidents.
4. People take turns on the road without putting on their
indicator to do so.
5. Most car accidents occurred because of people’s breaking
of the trac rules.
ʯ Activity 3.6 Fill in the missing information
based on the reading passage.
1. Most road accidents are the result of ________________.
2. Worse consequences of breaking trac rules are ____,
______, _____etc.
3. The trac rule people usually break while driving is
________________.
4. The word “they” in paragraph 3, line 4 refers to_________.
5. The word “this” in paragraph 3, line 6 refers to_________.
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6. The utmost safety trac rules people need to respect are
______,________,________, and_________.
3.3
Vocabulary Development
3.3.1 Vocabulary from the reading passage
ʯ Activity 3.7 The following words are taken
from the reading passage.
Find their meanings as per the
contexts used in the passage.
1. crowding (paragraph 1) __________________________
2. indulge(paragraph 2) ____________________________
3. endangering(paragraph 2) ________________________
4. outcome(paragraph 2) ___________________________
5. refrain(paragraph 3) _____________________________
6. scary(paragraph 4) ______________________________
3.3.2 Antonyms and Synonyms
Synonyms are words having nearly the same meaning. Antonyms
are words that have opposite meanings. Look at the following
examples for each. Refer to a dictionary if you do not know the
meanings of the words.
Examples for synonyms, Examples for antonyms
■ ballot poll ■ adversity calamity
■ chorus refrain ■ bravery cowardice
■ enormous immense ■ crooked straight
■ adamant stubborn ■ dainty clumsy
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ʯ Activity 3.8 Referring to your dictionary,
provide the synonyms and
antonyms to the words given in
the rst column. Provide also
the meanings of the words
Words Synonyms – Same Meaning Antonyms – Opposites
accident
crowd
security
caution
rule
control
conscious
movement
crush
rush
3.4
Grammar
3.4.1 Expressing Obligations (shall, should, must, will,
have to, etc.)
ʯ Activity 3.9 Read the following Dialogues
and pay attention to how the
words in bold are used in the
sentences. The words in bold
type are modal verbs that can
be used to express dierent
functions.
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Dialogue 1: Asking the Way
Chaltu: Excuse me. Can you tell me where Mercato is,
please?
Aster: Take the rst turn on the left and then ask again.
Chaltu: Is it far?
Aster: No, you can walk it under ten minutes.
Chaltu: Thanks very much.
Aster: It’s a pleasure.
(After she walked some distance, she got Hanna)
Chaltu: Excuse me. Could you tell me where Mercato is, please?
Hanna: First right, second left. You can’t miss it.
Chaltu: Thanks.
Hanna: That’s ok.
Dialogue 2: Shopping
Tekeste: Let’s go shopping. I have got quite a number of things
to buy, and I believe I can get them all in the shop. You
see, I ought to buy a present for my sister. Today is her
birthday. What shall we look at rst?
Ayalew: T-shirt, I think. They must be on the ground oor. Yes, here
we are, and I can see just the kind I want.
Tekeste: Well, that didn’t take us long. Now let’s go up stairs to
the second oor.
Ayalew: We’ll just take a quick look around to see if there is anything
we could take as presents to the family.
Tekeste: I like these books, and do you? Shall we ask how much
they are?
Ayalew: I want to get a comb and some hair clips. Where do you
think I can nd them?
Tekeste: Oh, you must go to men’s clothing department. It is in
the lower oor. We’ll get them on our way out.
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Study the following words.
1. can 3. can’t 5. shall
2. could 4. must 6. will
Add also the following to the list:
7. would 9. have to 11. don’t need to
8. ought to 10. need 12. don’t have to
These verbs are called modal verbs that have dierent meanings
in dierent contexts. For instance, the word shall can be used to
express willingness, and suggestions in dierent contexts. Note the
following examples to learn about the meanings of the dierent
modal verbs.
Examples
1 Shall we go out tonight? (expresses suggestion)
2 Shall I open the door for you? (expresses willingness)
Similarly, the other verbs have also dierent meanings in dierent
contexts.
Examples
1 You ought to apologize to her. Ought you apologize to her? (advice)
2 You ought to go now before it rains. Ought you to go before it rains?
(necessity)
3 I should call a doctor; you don’t look well. Should I call a doctor?
you don’t look well (advice)
4 I needto use the restroom. (Necessity)
5 You have to call them tomorrow. (Obligation)
6 The dog must not (mustn’t) jump on the white sofa. (Prohibition)
7 You do not (don’t) have to wash the dishes today. (Necessity)
8 He doesn’t (does not) need to shower tonight because he did so this
morning. (Obligation)
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9 Will you empty the dishwasher later? I don’t have time today
(consequence).
The following examples indicate how the verbs are used in
statements, negative sentences and questions. We have also tried
to give you examples of the statements and the question forms for
some of them.
Statements Negative sentences Questions
1 You can swim. You cannot swim. Can you swim?
2 He must leave. He must not (mustn’t) leave. Must he leave?
3 You should go.
You should not (shouldn’t)
go.
Should you go?
Summary notes
Modal verbs express ideas such as future ideas, permission,
possibility, prediction, speculation, deduction and necessity, etc.
In the following table, you will nd the summary of the functions of
some of the modal verbs with examples. The summary was adapted
from Learn English Today, English Grammar for ESL Learners.
MODAL
VERBS
Function Example
Can
Ability Almaz can swim.
Permission May/Can I come with you?
Oers Can I help you?
Possibility That story could be true
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Could
Past ability Zeberga could swim when he was
four years old.
Permission Could I use your phone please?
Requests Could you tell me to the station,
please?
May
Possibility Could you tell me the way to the
station please?
Permission May I borrow your dictionary?
Might
Slight possibility We might win a prize but I doubt it.
Past form of ‘may’
in reported speech
The President said he might come.
Must
Obligation Dogs must be kept on a lead.
Logical deduction You must be tired after your long
journey.
Mustn’t
Prohibition You mustn’t tell Nisredin. It’s a
surprise!
Should
Advice I’ve revised so I should be ready for
the test.
Logical deduction You ought to write to your
grandmother.
Ought to
Advice You should do your homework
every day.
Logical deduction 100 Birr ought to be enough for the
taxi.
Shall
Future tense I shall be in Nekemte on Monday.
Oers/ suggestions Shall we begin the meeting
tomorrow?
Will
Future tense The ticket will cost about 10 Birr.
Invitation/ oers Will you join us for coee?
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ʯ Activity 3.10 Select the correct verb and
underline it.
1. I (should/can/may/has to) leave now as it is very late.
2. (Can/Would/Shall/May) you like a cup of tea, please?
3. (Would/May/Can/Shall) we have lunch together?
4. All citizens (can/should/need/could) abide by the law.
5. I (will/should/must/would) like to have one more pencil.
ʯ Activity 3.11 Fill in the blanks in the dialogue
given below with may, should,
can, could, would, will, shall,
might or must.
Senait was looking out of the window when she noticed the clouds in the
sky. “Wow”, she called, “it seems like it (1) may_____________ rain”.
Senait: Letemichael! I think you (2) should ________ take the
umbrella with you.
Letemichael: Oh no! The umbrella is too big! I (3) can _______ not
carry it by myself. I (4) would ___________ rather
leave it at home.
Senait: What are you talking about? You (5) will ___________
get wet for sure!
Letemichael: You know, Senait, people (6) can _________ get wet.
It’s not the end of the world. (7) can _________ I just
go without it?
Senait: No, you (8) can _____________ not. Fikrte told her
husband Tolosa that he (9) could __________ leave
without his umbrella and look what happened to him.
Letemichael: What happened to him?
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Senait: (10) would _______ you please stop talking and take
your umbrella with you?
Letemichael: There aren’t that many clouds in the sky. It (11)
might______ not rain after all.
Senait: You (12) must______________ be joking.
Letemichael: Well, a man (13) must _______ do what a man
(14) must________ do. I (15) will ________ take the
umbrella. (16)Should _________ I take anything else?
Senait: If I were you I (17) would ____________ be happy to
take an umbrella.
Letemichael: I (18) would ______________ like to be happy, but it’s
too heavy!
ʯ Activity 3.12 Fill in the blanks in the passage
given below with can, could,
couldn’t, must or might.
Before this year, I (a) _________ move out of my parents’ house
because I did not have a job. But now that I have nished college
and have a job, I realise that living at home (b) __________ drive
my parents and me crazy.
Unfortunately, it’s not so easy to nd a at on rent in the city.
Without an agent, you (c) ________ not be able to nd all the
available listings. Because of my agent’s help, I found a wonderful
at this morning and signed the lease. Before now, I couldn’t sign
a lease, but now I (d) _____________ because I am twenty-one.
I asked my friends to help me move because I knew that I (e)
________ t all my possessions into my little car. My best friend
said, “I (f) ________ help you move next Sunday.” He added, “I
(g) ________ help in the morning as I am free.” My father also
oered to help me move. He (h) _________ be really eager to have
me move out!
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3.4.2 Do/do not (don’t)/does/does not (doesn’t)
The words do, does, don’t and doesn’t almost always appear in
people’s English speaking and writing. They are used in armative
and negative sentences and questions.
Examples
1 Many students do their chores when they return home. Armative
sentences
2 Almaz does charity work when she has time.
3 She does not (doesn’t) speak French well. Negative
sentences
4 They do not (don’t) write Spanish.
5 Does the teacher drive to school? Questions
6 Do the students do their chores when they return home from school?
7 Don’t you listen to the teacher when explains? Questions using
don’ t and doesn’t
8 Doesn’t she go to church every Sunday?
ʯ Activity 3.13 Change the following statements
into negative and question
forms following the examples
given to you.
Examples
1 Zelalem likes to play football after school.
Negative: Zelalem doesn’t like to play football after school.
Question: Does Zelalem like to play football after school?
2 The teachers drive to work every day.
Negative: The teachers don’t drive to work every day.
Question: Do the teachers drive to work every day?
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Now do the same for the following statements.
1. Ashebir and Tekle like pizza.
Negative: _______________________________.
Question: ________________________________
2. My friend wants to go for a walk in the evening.
Negative: _______________________________
Question: _______________________________
3. You need to go to the doctor.
Negative: _______________________________
Question: _______________________________
4. We watch TV for some hours every day.
Negative: _______________________________
Question: _______________________________
5. She dances a lot at parties.
Negative: ______________________________
Question: ______________________________
Have you noticed how do and does are used? ‘Do’ is used with
plural subjects, while does is used with singular subjects. Read the
following brief note in the Box below as a summary for how the
verbs are used.
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They
do
(don’t)
We
You
I
Abebe and
Bekele
Examples
1. We want to learn French.
■ We don’t want to learn French.
■ Do we want to learn French?
2. They like going to the gym.
■ They don’t like going to the
gym.
■ Do they like going to the gym?
He
does
(doesn’t)
She
It
The student
Examples.
1. He works very hard.
■ He doesn’t work very hard.
■ Does he work very hard?
2. She loves doing exercises.
■ She doesn’t love doing
exercises.
■ Does she like doing
exercises?
ʯ Activity 3.14 Choose and underline the correct
word from the given words in
brackets. The rst one is done
for you.
1. Please (don’t/does/do/doesn’t) play with your food.
2. This cafe (do/does/doesn’t/don’t) serve alcohol.
3. (Do/Doesn’t/Does/Don’t) they listen to pop music?
4. What (does/don’t/doesn’t/do) that mean?
5. She (does/do/don’t/doesn’t) like animals so she won’t go to
the zoo.
6. I (don’t/doesn’t/do/does) want to talk about it anymore.
7. I (Do/Does/Don’t/Doesn’t) do much more work in the
evenings.
8. (Don’t/Do/Does/Doesn’t) you like coee?
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ʯ Activity 3.15 Answer the questions below as
given in the examples.
Examples
1 Does Ali go to school?
a) Yes, he does.
b) No, he doesn’t.
2 Do you play volleyball?
a) Yes, I do.
b) No, I don’t.
3 Does your teacher give feedback ever day?
a) __________________________________.
b) __________________________________,
4 Do you swim well?
a) __________________________________.
b) __________________________________,
5 Does she speak English?
a) __________________________________.
b) __________________________________,
6 Do they read books?
a) __________________________________.
b) __________________________________,
7 Does he travel by bus?
a) __________________________________.
b) __________________________________,
3.4.3 Adverbs of frequency
In Unit 2, you have learned about the adverbs of frequency. Do you
remember the words? What are they? Yes, they are always, usually,
often, occasionally, seldom, sometimes, rarely, and never. You have
studied how the adverbs of frequency are used in sentences both in
statements and questions.
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Examples
1 Helen always goes out on Sundays..
2 You must always try your best.
3 How often do you watch lms?
ʯ Activity 3.16 Construct your own sentences
using each of the adverbs of
frequency, and show your
sentences to your partner.
ʯ Activity 3.17 Read the following dialogue
and underline the adverbs of
frequency.
Reporter: So, Tadesse, you’re majoring in Journalism, right?
Student: Yes, that’s correct. I’m graduating next June, and I’m
looking for jobs now.
Reporter: It’s never too early to do that!
Student: I know! So I’d like to ask you a few questions about what
it’s like to work for a newspaper.
Reporter: Sure, go ahead.
Student: Well, my rst question is a basic one. Do you pretty much
do the same thing every day?
Reporter: No, not really. I rarely do the same thing from one day to
the next.
Student: Could you explain that a little bit more?
Reporter: Well, I mean that I always have a story that I’m working
on, but the stories are always dierent, so I never see
the same people. I visit dierent people, go to dierent
places, and do many dierent things. My job has a lot of
variety.
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Student: How often are you in your oce?
Reporter: Well…some of the time… I mean, my computer is there,
and that’s where I write my stories I go interview people
in their homes and oces. Actually I spend a lot of time
in my car going to and from interviews.
Student: How do you stay in touch with the newspaper then?
Reporter: Oh, I always take my cell phone with me.
Student: Do you usually have a laptop with you, too?
Reporter: No. I don’t like to use laptop when I am interviewing’. I
sometimes take notes on paper, but I usually use a little
voice recorder. Then I type my stories as soon as I get
back to the oce.
Student: So you don’t use email much.
Reporter: Oh, yes, I do. I always check my email before and after
lunch, and morning, again when I get to the oce,
before and after lunch, and again before I go home in
the evening.
Student: Wow, that’s a lot! Do you check your email on weekends,
too?
Reporter: Yes, I usually check my email on weekends. I will
answer personal emails, but I have a rule that I never
answer business emails on the weekend or a holiday.
ʯ Activity 3.18 Select the correct use of the
adverbs of frequency in
brackets in the story below, and
underline the correct answers.
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Our Garden
At our house, we have a great urban garden. My husband (1. Wakes
usually up/ usually wakes up/wakes up usually) at 7a.m every day.
(2. Sometimes he/He sometimes) goes for a run, but (3. usually
he/he usually) waters the garden. He (4. never asks/asks never)
us to help him that early because we (5. Usually are/are usually)
getting ready for school. Our kids (6. seldom are/ are seldom) late
for school and (7. often are/are often) there pretty early.
(8. Sometimes it/It sometimes) rains in the afternoon. In the summer,
it (9. usually storms/storms usually) between 2 PM and 4 PM in the
afternoon. It (10.rains rarely/rarely rains) in the wintertime, so my
husband or our children will have to water the garden then. In the
fall, we (11. have usually/usually have) lots of pumpkins that we
(12.always carve/carve always) to get the seeds for roasting. In the
spring, we (13. sometimes have/have sometimes) cucumbers that
we pickle in jars. In early summer, we (14. have often/often have)
beautiful red strawberries that we pick and turn into jam. It (15.
sometimes is/is sometimes) a lot of hard work, but we don’t have
to make as many trips to the grocery store.
3.5
Speaking skills
Speaking activity based on the
listening passage
ʯ Activity 3.19 In the listening activity, you
have listened to the causes of
trac accidents like excessive
speeding and poor driving skills.
1. Get into groups of 3 or 4 members, and discuss the major
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causes and solutions of trac accidents. Some are stated in
the table below;
2. Discuss what people must do to minimize trac accidents.
Causes solutions
breaking trac rules
overloading
poor quality of roads
respecting trac rules
awareness creation
road maintenance
ʯ Activity 3.20 Using the above phrases, act
out the following dialogue by
completing the missing clauses.
Dialogue 1
Tewabe: These days, trac accidents have become a serious
problem in our country, isn’t it?
Regassa: Yes, it is. Several people __________________________.
Tewabe: What do you think is the reason for that?
Regassa: Because ______________________________________.
Tewabe: What must the government do to solve this problem?
Regassa: _____________________________________________.
Tewabe: What about the road users?
Regassa: _____________________________________________.
Tewabe: The roads themselves also cause trac accidents, don’t
it?
Regassa: Yes, they do. ___________________________________
Extend the dialogue adding more causes and solutions for trac
accidents.
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3.6
Writing Skills
Writing informal letters
Letter writing is an important skill you should develop. Written
communication in both formal and personal matters is crucial and
so it is necessary to develop a skill for letter writing. Here, we will
focus on how to write informal letters.
Informal letters are written to close acquaintances of the writer such
as friends, family and relatives. They are also written in informal
and person tone with no set format. However, there is a general
pattern (format) given below.
Format of Informal Letter
1. Sender’s Address
2. Date (e.g. 25 April 2020)
3. Salutation (e.g. Dear Mom)
4. Body of the letter:
A. Introduction
B. Main content (Description)
C. Conclusion
5. Subscription
6. Writer’s Name
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Letter 1
Nefas Silk, 203
Addis Ababa
August 12, 2021
Dear Marta,
I hope this letter nds you well and holds up over your mother’s death of a
trac accident. I know what a dicult time it is for you.
I think that when God created mothers as the very special people that they
are. He had your mom in mind already. She was truly one of those blessed
and good people who are full of so much grace and dignity.
I know your faith will comfort you. My prayers will be for you and your
family to nd the peace and strength that comes in knowing that a loved
one has gone to their eternal rest.
God Bless You.
With love and aection,
Hanna Eyasu
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Letter 2
Hawassa, 453
July 21, 2021
Dear Feysa
I am so sorry to read your devastating news. I never met your Dad, but
know how wonderful and supportive he was to you over the years and can
only start to imagine what you are feeling now.
You will gradually nd comfort in all the happy memories. Your parents
found their new life in Australia and lived the last years of thier life in
contentment there, surrounded by family.
Your dad lived to see you nd happiness and security and love. He will
have died content for knowing that. AND best of all he did not suer a
long illness.
Make sure you nd time to grieve and allow yourself to do so – and don’t
expect it to pass quickly. Losing a parent takes time to process for us
mortals. Do you remember I was in the aftermath of losing my dad when
we rst became close? I didn’t fully recover from that for at least two
years – and made some very strange decisions and acted out of character
for much of that time.
I wish I could be with you to try to help somehow. I’m giving you a big hug
now from halfway across the globe.
Sending love to you and all your family.
Take care and hang on in there.
Daniel Teshome
Addis Ababa Municipality
Addis Ababa
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ʯ Activity 3.21 Look at the following letter
written to a friend who had a
car accident informing him
about his speedy recovery in
a consoling tone. Identify the
dierent parts of the letter.
Then, write your letter to your
friend who lost his father two
weeks ago.
Dire dawa, 241
June 21, 2021
Dear Assefa
I hope this letter nds you in the best of spirits. When I visited last week,
you seemed a little bit depressed.
Come on boy, you should thank God for giving you a fresh lease of life.
Everything is going to be ne very soon. I even talked to your doctor this
morning and he told me that you are out of danger now.
You will have to remain in the hospital for a few more days but that is not
something you should be concerned about. Your family and friends are
there for you.
Don’t forget that life is a mixture of joys and sorrows. By the way, all of
us have decided to celebrate your recovery as soon as you come home.
You will be throwing a party the day you come back home from the
hospital. Hope to see you soon. My parents and younger sister have sent
you lots of love and wishes.
Wish you a speedy recovery!
Yours truly,
Daniel
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At the end of this unit, learners are expected to:
Ҕ listen to a variety of texts with medium level understanding
and transfer information,
Ҕ interact in English in varied communication situations
with comprehensible grammar,
Ҕ create awareness about participating in preserving
national heritages,
Ҕ read medium level reading resources and comprehend
contents,
Ҕ guess meanings of words using context clues,
Ҕ construct zero conditional and conditional type 1
sentences,
Ҕ extend information from listening texts to writing, and
Ҕ practice report writing.
Unit
4. National Parks
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4.1
Listening Skills
Gambella National Park
ʯ Activity 4.1 Before you listen to the listening
text, look at the picture above
and discuss the following
questions in groups.
1. Have you visited a national park in Ethiopia?
2. What have you seen?
3. What do you think national parks are important for?
ʯ Activity 4.2 Listen to the teacher’s reading or
the recorded audio and ll in
the blanks given below.
1. Gambella National Park is one of _______ parks and has
no ________.
2. Originally the park was created for protection of extensive
____ and its ______.
3. To the south of the park is _________ that ows from Gog
to Tor in a northwesterly direction.
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4. The landscape of Gambella is low and at with altitude
ranging from ____to ______masl (meter above sea level.).
5. The people of this area are __________and ___________.
6. The two people lived in the national park are ____ and __.
ʯ Activity 4.3 Answer the following questions.
1. Discuss with your partner about major characteristics of
the Gambella National park.
2. Write a paragraph about economic and social values of the
Gambella National Park.
4.2
Reading skills
ʯ Activity 4.4 Answer the following questions
before you read the passage,
and discuss your answer with
your partner..
1. What do you know about national parks?
2. Study the following words that could help you understand
the reading passage.
reserve endemic wildlife species
National Parks in Ethiopia
1. The natural beauty of Ethiopia amazes the first-time
visitors, Ethiopia is a land of rugged mountains, some 25
are over 4000-meter-high, broad savannah, lakes and rivers.
The Great Rift Valley is a remarkable region of volcanic
lakes, with their famous collections of birdlife, great
escarpments and stunning vistas. With nine major wildlife
national reserves, Ethiopia provides a microcosm of the sub
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Saharan ecosystem, birdlife abounds about 860 species,
and indigenous animals from the rare Walia Ibex to the shy
Wild Ass, room free as nature indeed. Here, some of the
most interesting Ethiopia’s national parks that enable the
visitors to enjoy the country’s scenery and wildlife, birds
and mammals are presented.
Awash National Park
2. It is the oldest and most developed wildlife reserve in
Ethiopia, featuring the 2,007 meters Fantalle Volcano Crater
with stunning views, extensive mineral hot spring and
extraordinary volcanic formation, and this natural treasure
is bordered to the south by the Awash River and 225 km east
of the capital, Addis Ababa.
3. The wildlife consists mainly of East African plain animals
including Beisa Oryx, Defassa Waterbuck, Soemmerring’s
Gazelle, Salt’s Dik – Dik, Greater and lesser Kudu, Warthog,
Anubis and Hamadrayas Baboon, Colobus and Varvet
monkey, Crocodile, Hippopotamus, the endemic Hartebeest,
Lion, Leopard, Cheetah and 450 species of birds all living
within the park’s 720 sq. km.
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Bale Mountains National Park
4. The Bale Mountains, with their vast moorlands and extensive
heath land, virgin woodlands, pristine mountain streams and
alpine climate remain untouched and beautiful world. Rising
to a height of more than 4,000 meter, the range borders
Ethiopia’s southern highlands, whose highest peak, Mount
Tullu Dimtu the second highest peak in Ethiopia stands at
4,377 meters.
5. The establishment of the 2,470 sq km, Bale Mountains
National Park was crucial to the survival of the four endemic
mammals, Mountain Nyala, Menelik’s Bushbuck, Ethiopian
Wolf and Giant Mole Rat and different endemic species
of birds including Rouget’s Rail, Abyssinian Woodpecker,
Abyssinian Cat Bird, White Backed Black Tit, Olive Trash,
Wattle Ibis and Crane are some of the species inhabiting the
park. Besides Bale Mountains offer some fine high-altitude
horse and foot trekking, and the streams of the park, which
become important as they well stocked with rainbow and
brown trout fishes.
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Omo National Park
6. The most wilderness Ethiopia’s National Park, with an
area of 4,068 sq km, it is a vast expanse of the wilderness,
adjacent to the Omo River, is home to a remarkable range
of wildlife. 306 species of birds have been identified here,
while large herds of eland, some buffalo, elephants, giraffe,
cheetah, lion, leopard, and Burchell’s zebra are common.
7. The park is not easily accessible, as the current means
of access is via Omorate and the ferry to the north bank
of the river. The park headquarter is 75 km from Kibish
Bale Mountains National Park
4. The Bale Mountains, with their vast moorlands and extensive
heath land, virgin woodlands, pristine mountain streams and
alpine climate remain untouched and beautiful world. Rising
to a height of more than 4,000 meter, the range borders
Ethiopia’s southern highlands, whose highest peak, Mount
Tullu Dimtu the second highest peak in Ethiopia stands at
4,377 meters.
5. The establishment of the 2,470 sq km, Bale Mountains
National Park was crucial to the survival of the four endemic
mammals, Mountain Nyala, Menelik’s Bushbuck, Ethiopian
Wolf and Giant Mole Rat and different endemic species
of birds including Rouget’s Rail, Abyssinian Woodpecker,
Abyssinian Cat Bird, White Backed Black Tit, Olive Trash,
Wattle Ibis and Crane are some of the species inhabiting the
park. Besides Bale Mountains offer some fine high-altitude
horse and foot trekking, and the streams of the park, which
become important as they well stocked with rainbow and
brown trout fishes.
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settlement. However, a new airstrip is also available close to
the headquarters and a pleasant campsite on the Mui River
plans are in hand for further major improvements.
Simien Mountains National Park
8. The Simien Mountains National Park covers 400 square
kilo meters of highland area at an average elevation of
3,300 meters. Ras Dejen at 4,620 meters the highest peak in
Ethiopia, stands adjacent to the park. Within this spectacular
splendor, three endemic mammals can be visited here,
Walia Ibex, Ethiopian wolf and Gelada Baboon as well as
klipspringer and Bushbuck. Birds such as Lammergeyer,
Augur Buzzard, Verreaux’s Eagle, Kestrel and Falcon also
soar above this mountain retreat. UNESCO as a world
heritage site has recorded the Simien escarpments, which
are often compared with a Grand Canyon in the USA.
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Adapted from OVERLAND ETHIOPIA TOUR.‘JOURNEY
THROUGH ANCIENT LAND’
ʯ Activity 4.5 Read the passage carefully and
decide whether the following
statements are ‘true’ or ‘false’.
Give evidences by referring to
the paragraph and the line for
true statements, and supply
the right response for the false
statements.
1. The natural beauty of Ethiopia amazes visitors for its
mountains, savannah lands, lakes and rivers.
2. Mount Tullu Dimtu is the highest peak in Ethiopia which
stands at 4,377 meters.
3. Three endemic mammals are found in the Semien National
Park.
4. The Omo National Park can be easily accessible using
water transport.
5. The Awash National Park is the oldest and most developed
wildlife reserve in Ethiopia, with 3007 meters.
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ʯ Activity 4.6 Read the passage carefully and
answer the following questions.
1. Based on information in the reading passage, match the
information listed under ‘‘A’ with ‘B’
Column A Column B
1. Awash National Park A. Walia Ibex, Ethiopian wolf and
Gelada Baboon
2. Bale Mountains
National Park
B. 306 species of birds eland, bualo,
elephant
3. Omo National Park C. Crocodile, the endemic Hartebeest,
Lion, Leopard, Cheetah
4. Simien Mountains
National Park
D. Mountain Nyala, Menelik’s Bushbuck,
Ethiopian Wolf and Giant Mole Rat
2. Based on the passage, how many National Parks are
recorded in the UNESCO’s world heritage site? State the
name/s.
3. Why do you think only a few of the national parks are
recorded in the UNESCO heritage preservation program?
7. What kinds of benets do you think the national parks
could get from UNESCO?
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4.3
Vocabulary Development
4.3.1 Vocabulary from the reading passage
ʯ Activity 4.7 The following words are taken
from the reading passage. Find
their meanings based on the
contexts they are used in the
passage.
1. amazes (paragraph 1, line 1)
2. stunning (paragraph 1, line 6)
3. scenery (paragraph 1, line 12)
4. extraordinary (paragraph 2, line 4)
5. heath (paragraph 4, line 2)
6. inhabiting (paragraph 5, line 7)
7. expanse (paragraph 6, line 2)
8. ferry (paragraph 7, line 2)
9. peak (paragraph 8, line 3)
ʯ Activity 4.8 Match the phrasal verbs
underlined in Column A with
their meanings in Column B.
10.soar (paragraph 8, line 9)
4.3.2 Phrasal verbs
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Column A Column B
1. The re burn up the forest.
2. We hope, he will call back soon.
3. The politicians call for discussion with the
government.
4. Meeting her again called up all those old
memories.
5. The manager will call o tomorrow’s meeting
as his wife needs a special care.
6. Calm down, we will nd him.
7. They really care for her.
8. The students agreed to carry out their
homework together.
a. require
b. telephone
c. cancel
d. return a
phone call
e. relax
f. remember
g. stop
h. like
i. destroy
j. perform
k. remove by
burning
4.3.3 Prexes
Prexes are sets of letters that are added to the beginning of words.
They are not words in their own and cannot stand on their own in
a sentence. But, they change the meanings of words. Look at the
examples below.
Prexes meaning examples
ante before, preceding
ante-room, precedent,
anti opposing, against
anti-aircraft, antibiotic
en put into, on
enlighten, engulf
dis negation, removal
disagree, disadvantage
un not
unacceptable, unreal
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ʯ Activity 4.9 Look the following words. They
have pre-xes. Underline the
pre-x and its meaning for each
word given.
1. uniform
2. undeserved
3. disqualify
4. enable
5. antioxidant
6. anterior
7. disjunction
4.4
Grammar:
Zero Conditional and First
Conditional Sentences
Did you learn about the conditional sentences before? It does
not matter if you haven’t been introduced with them. You know,
conditional sentences show possible outcomes in certain conditions.
Conditional sentences are also usually called ‘if-clauses’. The
clause that begins with ‘if’ introduces a condition that may or may
not happen depending on circumstances. In other words, the event
described in the main clause depends on the condition described in
the conditional clause.
Examples
1 If it is cold, I put on a coat.
2 We will stay at home if it snows.
3 We would stay at home if it snowed.
4 If I were you I would accept the oer.
5 If you hadn’t been late for work, the boss wouldn’t have gotten
furious.
In all the examples above, ‘I put on a coat, we will stay home,
we would stay at home’, and ‘the boss wouldn’t stay at home’ can
happen based on the condition in the ‘if clauses’ ‘if it is cold’, ‘if it
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snows’, ‘if it snowed’, ‘if I were you’, and ‘if you hadn’t been late
for work’.
Each of the above conditional sentences represents dierent
conditional types, the rst one being the zero conditional. The
conditional sentences vary from probable to impossible meanings.
Sentences 3-5 are classied under conditionals type 2 and 3; and
you will study them in Unit 5. In this Unit, however, you will
learn about the zero conditionals and conditional type 1 which
are similar to examples 1 and 2 above. The zero conditionals are
also called facts, while conditional type 1 is probable. Read the
following additional examples and see how the verb tenses in the
two parts of the sentence (main clause and if-clause) in the zero
conditional are used.
4.4.1 The zero conditional
Examples
1 If I drink coee, I get a headache. OR I get a headache, if I drink
coee.
2 The door opens if you press this button. OR If you press this button,
the door opens.
3 If it doesn’t rain, the owers die. OR The owers die if it doesn’t
rain.
4 If you boil water to 100
o
c at sea level, it changes to steam. OR
Water changes to steam if you boil it to 100
o
c at sea level.
Have you noticed the verb tenses used in the main and subordinate
clauses, and how the sentence parts are placed in the sentences?
The verb tense used in both parts of the sentence (drink and get;
opens and press; doesn’t rain and die; and boil and changes) is
simple present tense. As you see from the examples, each of the
sentences can be spoken or written by using the subordinate or
the main clause at the beginning of the sentence. What about the
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meaning? In all the sentences, the meanings indicate a fact that the
fulllment of the actions in the subordinate clauses (if-clauses) is
a condition for the fulllment of the actions in the main clauses. If
you take the nal statement as an example, ‘If you boil water to 100
o
c at sea level, it changes to steam’, it is true to anyone anywhere
that if one boils water to 100
o
c at sea level, it changes to another
state; that is steam. Discuss with your partner about the meanings
of the other sentences in the examples. Discuss also about how you
can use the comma in the sentences.
ʯ Activity 4.10 Develop zero conditional
sentences based on the given
incomplete sentence parts in
brackets. The rst two are done
for you as an examples.
1. (I /wake up late / I /be late for work)
If I wake up late, I am late for work?
2. (my husband /cook/ he /burn the food)
If my husband cooks, he burns the food.
3. (Aster / not wear a hat / she / get sunstroke)
4. (children / not eat well / they / not be healthy).
5. (you / mix water and electricity / you / get a shock)
6. (people / eat / too many sweets / they / get fat)
7. (children / play outside / they / not get overweight)
8. (you / heat ice / it / melt)
9. (I / feel good the next day / I / go to bed early)
10.(I / cycle to work / the weather / be ne)
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ʯ Activity 4.11 Write the correct forms of verbs
in brackets. The rst one is done
for you as an example.
Tinsae, what do you do if your parents are at home?
1. If my parents (stay) _________ at home in weekends, I
have to help with housework.
2. If my mother (be) ___________ at home, I do the washing
up.
3. If she (not be) ___________ at home, I wash the car or
work in the garden with my dad.
4. If they (be) ___________ at home on weekdays, I do my
homework rst and then go out.
5. If my father (not work) __________ in the evening, we
play games on his computer.
ʯ Activity 4.12 Match the clauses in Column A
with those that correspond in
Colum B.
Column A Column B
1. If a lion joins a group of other
lions
2. If lions go hunting
3. If a lion roars
4. If lions are active
5. If male lions use cent marking
a .it can be heard over ve miles
away.
b. it usually stays with them for
three years.
c. they work in teams.
d. they establish their territory.
e. it is usually at night.
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ʯ Activity 4.13 Choose from the list of clauses
given and complete the
sentences below.
List of clauses
■ they are blind for six days
■ they show their aection
■ the loser often dies
■ they have to leave their
mothers
■ lions ght them o
1. If lions rub each other’s heads, __________________
2. If any strange males try to enter their territory, __________
3. If lions start ghting, ______________________
4. If cubs are born, __________________________
5. If male cubs are two years old, ________________
Adapted from, https://www.e-grammar.org/conditional-0-exercises-pdf/
4.4.2 Conditional type 1 sentences
Read the examples below and tell the dierence between the verb
forms of the zero conditional and conditional type 1 sentences.
Examples
1 If it rains, you will get wet. OR You will get wet if it rains.
2 If you don’t hurry, you will miss the bus. OR ou will miss the bus
if you don’t hurry.
Note
■ Conditional sentence type 1 diers from the zero conditional in
that the verb tenses are simple present and simple future in the
subordinate and main clauses; and
■ The meanings of the sentences refer to possible conditions and
probable results.
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ʯ Activity 4.14 Complete the Conditional
Sentences (Type I) by putting
the verbs in parentheses into
the correct form following the
examples above.
1. If you (send) this letter now, she (receive) it tomorrow.
2. If I (do) this test, I (improve) my English.
3. Senait (go)shopping if she (have) time in the afternoon.
4. Solomon (go)to Bahir Dar next week if he (get) a cheap
ight.
5. If they (not study)harder, they (not pass)the exam.
6. If it (rain) tomorrow, I (not have) to water the plants.
4.5
Speaking Skills
The speaking activity in this Unit is related to the contents you have
had in the reading passage in the Unit. Look at the pictures below
and discuss in groups about their names, where they are found and
importance, etc
A ___________________ B ____________________
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ʯ Activity 4.15 Take the set of questions in Colum
A or B and ask questions in turns.
You can extend the questions
for more conversation. The rst
question is done as an example.
Question set A
Question set B
■ How important is tourism to
our country?
■ What are the good and bad
things about tourism?
■ What are the major tourist
attractions inour country?
■ How does tourism change
people’s life?
■ What does the government
must do to develop the tourism
industry?
■ What is tourism?
■ Do you think tourism helps
people in the world?
■ Are tourists in our country
or your community funny?
■ What changes do you
observe in tourist sites?
■ What factors aect tourism?
Example
Student A: How important is tourism to our country?
Student B: I think tourism is important for generating income ….
4.6
Writing Skills
4.6.1 Writing activity related to the listening passage
ʯ Activity 4.16 Do you know a national park in
your surrounding? Write 3 to 5
sentences about what kinds of
animals are found in the park.
Use the information given in the
table for writing the sentences.
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National parks known for
Nech Sar National Park
mammal species Hippo, Zebra,
Bualo
Abiyata-Shala lakes National
Park
Mango National Park
others
Example
Nech Sar National Park is located around my village and it is known
for wild animals such as Hippo, Zebra and Bualo.
4.6.2 Writing a short report
ʯ Activity 4.17 Write a short report about
the place you have visited.
Your report must answer the
following questions. A sample
report paragraph is given to
you in the Box.
1. Have you visited any historical place recently?
2. Where did you go?
3. When did you go?
4. Who went with you?
5. What important things did you see there?
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Sample paragraph
I have visited a historical place recently. I have visited Lalibela
Rock-Hewn Church. It is located in North Wollo. It is a big and
beautiful building. I started journey for the destination at 8 a.m.
I went there by bus. I reached there at 2 p.m. My close friend
Getachew was with me. The church is very attractive mostly to
the tourists and visitors. It is one of the most magnicent historical
places in Ethiopia. There was an airport a little far from the church.
I also saw a large market, two schools and one hospital in the city
of Lalibela where the Rock-Hewn Church is located. I was really
charmed at the architectural beauty of the church. I spent six hours
there and gathered much knowledge.
You can begin your paragraph as follows.
Last year, I visited Lake Hawassa _________________________
________________.
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.
At the end of this unit, learners are expected to:
Ҕ listen to a variety of texts with medium level understanding
and transfer information,
Ҕ interact in English in varied communication situations
with comprehensible grammar,
Ҕ realize the importance of horticulture for balanced diet,
Ҕ recommend the use of horticulture in their surroundings,
Ҕ read medium level reading resources and comprehend
contents,
Ҕ guess meanings of words using context clues,
Ҕ form words using suffixes,
Ҕ extend their vocabulary using phrasal verbs,
Ҕ use conditional senetenes types 2 and 3,
Ҕ construct conditional types 2 and 3 sentences,
Ҕ participate in conversational practices, and
Ҕ practice report writing.
Unit
5. Horticulture
5
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5.1
Listening skills
Ethiopia: Diversifying Export
Earners via Horticulture Sector
Competitiveness
Ethiopia rose urban agriculture in Addis Ababa
ʯ Activity 5.1 Before you listen to the listening
text, look at the pictures above
and answer the following
questions in groups.
1. What do you know about agriculture?
2. Do know the names of vegetables shown above? Discuss
with your partner.
3. Do you have experience in agriculture? Share your
experience with your partner, if you have, about the
agricultural sectors stated below you or your parents
involved..
gardening/horticulture animal farming beekeeping,
crop farming cash crop farming
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ʯ Activity 5.2 Listen to the teacher’s reading or
the recorded audio and ll in the
blank spaces in the sentences
below.
1. The higher management of the Ministry of Agriculture
and other stakeholders recently held discussion on
______________________ the horticulture investment.
2. Ethiopia has a great opportunity for horticulture
development due to the favorable ___________________,
_______________, and ___________________.
3. One of the major focus areas of the recent discussion was
__________________ the huge potential in the sector and
the performance so far.
4. Floriculture and the expanding vegetable, ___________and
____________ subsectors contributed 79 and 21 percent
of the export revenue respectively.
5. The government has also facilitated ______________from
the Development Bank of Ethiopia.
ʯ Activity 5.3 Answer the following questions.
1. Discuss with your partner why Ethiopia becomes one of
the investors’ destinations for horticulture.
2. What advantages and disadvantages do think horticulture
does have in Ethiopia? write 2 to 3 sentences for each. 3.
3. Share your sentences with your partner and organise them
into a paragraph.
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5.2
Reading Skills
Unity Park
ʯ Activity 5.4 Before you read the passage,
answer the following questions.
Discuss your answers with your
partner.
1. What do feel about the gardens shown in the unity
park above? What advantages you get from gardening
experience? Discuss with your partner.
2. Do you have vegetable gardens in your or friend’s home?
How do you take care of them? Discuss with your partner
Health Benets of Gardening
1. The act of gardening goes back to thousands of years. If
gardens are beautiful to look at, imagine the pride and sense
of accomplishment that the creator of such beauty can feel.
2. Numerous studies have been undertaken which show that
gardening offers many health related benefits. The most
obvious benefit of gardening is that it can be a great way
to relieve stress. Work, family commitments, and social
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engagements are just some of the things that take up chunks
of peoples’ lives. Planting the garden and then caring for the
garden offers the gardener a simple and inexpensive way
to unwind and relax. Gardening can help a person clear the
mind.
3. Another health related benefit of gardening is that when
people do their gardens, they are getting exercise. Even
an activity as simple as gardening can contribute towards
weight loss. Gardening gets a person outdoors, exposed to
natural air, and refocused on a pleasant activity.
4. Gardening also offers nutritional benefits to those who
choose to plant a vegetable garden. Creating a vegetable
garden is a way of ensuring that there is a continuous
supply of fresh vegetables to consume. Vegetable gardeners
know exactly where their produce is coming from and they
also know exactly what chemicals were used to grow the
produce. Eating more vegetables, and especially home-
grown vegetables, is a simple way to ensure that a body is
getting a proper balance of vitamins and nutrients.
5. And finally, some studies even report that people who are
exposed to gardens and gardening recover more quickly
from illnesses. It seems that for many people, gardening is
just what the doctor ordered.
6. Gardening can be a creative experience as well. It’s one
thing to throw some seeds down and then wait to see what
grows. While gardening does not require that the participant
have a degree in landscape architecture, a bit of planning
will go a long way towards enhancing the beauty and the
gardening experience overall.
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7. And finally, the act of gardening teaches people the art of
being patient. Unlike other activities, gardening does not
produce instantaneous results. As such, a person who takes
up gardening must wait for their rewards. Cut the flowers
and vegetables, bring them inside and enjoy the sense of
accomplishment that is gained from the benefit-rich activity
called gardening!
Adapted from The Fresh Reads: https://www.thefreshreads.com
ʯ Activity 5.5 Read the passage carefully and
answer the following questions.
1. What is the most obvious benet of gardening?
2. According to the passage, what does a gardener do?
3. What do vegetable gardeners know?
4. There are four benets of gardening stated in the reading
passage. Mention at least three.
A. _____________________________________
B. _____________________________________
C. _____________________________________
D. _____________________________________
5. How does a bit of planning skill help the gardening
activity?
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5.3
Vocabulary Development
5.3.1 Vocabulary taken from the reading passage
ʯ Activity 5.6 Based on their contexts used in
the reading passage, nd the
meanings of the following
words.
1. relieve (paragraph 2, line 4)
2. unwind (paragraph 2, line 8)
3. contribute (paragraph 3, line 3)
4. consume(paragraph 4, line 4)
5. enhancing (paragraph 6, line 5)
6. instantaneous (paragraph 7, line 3)
5.3.2 Pre-xes
ʯ Activity 5.7 Find the meanings of the following
prexes and give three examples
for each using a dictionary or
the internet. Two of them are
done for you as examples.
Examples
1 ex-means out. E.g., extra, ex-ray, extension,
2 mis-means ill, wrong. E.g., mistake, misrepresent, misunderstand.
3 pre ______________________________________________
4 re _______________________________________________
5 sub ______________________________________________
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5.4
Grammar
Second Conditional & Third
Conditional Sentences
In Unit 4, you were introduced with the zero conditional and
conditional sentences type I. Do you remember these examples?
Examples
1 If it is cold, I put on a coat.
2 We will stay at home if it snows.
What do you call the conditional type in example 1? Yes, we call
that type the zero conditional that is used to express facts. The
second sentence shows a probable condition. In this Unit, you will
learn the dierent conditional sentences called second conditional
and third conditional sentences.
Examples
1 We would stay at home if it snowed.
2 If I were you I would accept the oer.
3 If I hadn’t arrived in time, I wouldn’t have gotten the bus.
Compare the tense forms and the meanings of these sentences
with those you studied in Unit 4. A summary note is given to you
in the Table below.
If-clause main clause meaning
Is put on The actions are facts/general truths
will stay snows
Probable conditions/ likely conditions to
happen
would stay snowed Improbable conditions
were would accept Impossible conditions
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hadn’t
been
wouldn’t
have gotten
Actions that were not done
5.4.1 Second Conditional Sentences
Second conditional sentences have the verb forms simple past in the
if-clause and conditional (would/ should/ could/ might + innitive)
in the main clause. Such sentences show possible but very unlikely
actions to be fullled.
Examples
1 If I found her address, I would send her an invitation.
2 You would pass the examination if you studied hard.
ʯ Activity 5.8 Complete the Conditional
Sentences (Type II) by putting
the verbs into the correct form.
1. If I (be) ______ rich, my life (change) ______ completely.
2. I (invite) _________all my friends if (have) _______a
house by the beach.
3. If we (have) _________ a boat, we (sail) __________ Lake
Hawassa.
4. If they (tell) ______ their father, he (be) _____ very angry.
5. We (help) _______you if we (know) ___________ how.
6. My brother (buy) ________a sports shoes if he
(have)_______the money.
5.4.2 Third Conditional Sentences
A third conditional sentence has past perfect verb form in the if-
clause and would/ could/ should/ might +have+ past participle
(modal perfect tense) in the main clause. Such conditional sentences
indicate that the actions have impossible conditions to be fullled.
They refer to actions that were not completed in the past.
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Examples
1 If I had found her address, I would have sent her an invitation.
2 You would have passed the examination if you had studied.
ʯ Activity 5.9 Complete the Conditional
Sentences (Type III) by putting
the verbs into the correct form.
1. If you (study) _______ for the test, you (pass)_______ it.
2. If you (ask) ________ me, I (help) _____________ you.
3. If you (speak) _______ English, she (understand) ______ .
4. I (write) _________you a postcard if I (have) _________
your address.
5. If it (not/ start) _________ to rain, we (walk) __________
to the museum.
6. If she (take) ______ the bus, she (not/arrive) ____ on time.
Adapted from https://brainly.in/question
ʯ Activity 5.10 Complete the following sentences
using the correct conditional
type.
1. If you choose the wrong plants for your garden, ________.
2. If I had money, __________________________________.
3. If you decided to stay here in Harar, _________________.
4. If she had bought the ticket, ________________________.
5. If_________________, the plants may not need fertilizer.
6. If ____________________, you would be good at English.
7. If ________________, he might have won the tournament.
8. If ________________, show would have bought a car
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..
ʯ Activity 5.11 Complete the sentences using
the suitable form of the verbs
given in brackets.
1. If I (have) ___________ wings, I (have to, not)
___________ take an airplane to y home.
2. This letter has got to be in Arba Minch in two days. I’m
sure if I (send) ___________ it today, it will arrive in time.
3. Hundreds of people became ill from eating contaminated
meat during the last two weeks. If the kebele had
responded more quickly to the crisis, fewer people (suer)
___________ from food poisoning.
4. (People, be) ___________ able to y if they (have)
___________ feathers instead of hair?
5. What (we, use) ___________ to look at ourselves when we
comb our hair in the morning if we (have, not) ________
mirrors?
6. A: I don’t understand anything in this class. It’s boring.
And I’m getting a failing grade.
B: If I (feel) __________ the way you did, I (drop) _________
the class as soon as possible.
7. It’s been a long drought. It hasn’t rained for over a month.
If it (rain, not) ___________ soon, a lot of crops (die)
___________ . If the crops (die) ___________, many
people (starve) ___________ this coming winter.
8. If anyone else (bring) ___________ extra guests to dinner,
we (have, not) ___________ enough seats at the table.
9. If television (introduce) ___________ to Ethiopia
in the eighteenth century, King Theodros (interview)
___________ regularly on the evening news.
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B: Go home and get some sleep, and I’ll keep working. If I
(discover) ______ a solution before morning, I (call) _____
you immediately.
today?
B: I’m really sorry. If I (know) ______ you would need it today,
I (stay up)_____ all night last night and (nish) _______ it.
Adapted from GrammarBank.com, 2013
ʯ Activity 5.12 Match the clauses in Column A
with Column B.
Column A Column B
1. If she were not always so late,
2. If I had enough money,
3. If you send this letter now,
4. If you eat an apple every day,
5. If she had studied,
6. If we won the lottery,
7. If I miss the bus,
8. If you hadn’t been late,
9. If I am late for class,
A. you will be very healthy.
B. she would have passed the
exam.
C. we would travel the world.
D. I would buy a big house.
E. we wouldn’t have missed the
bus.
F. I take a taxi.
G. my teacher gets angry.
H. she would be promoted.
I. she will receive it
tomorrow.
10. A: I’m exhausted, and we’re no closer to a solution to
this problem after nine hours of work.
11. A: I can’t believe that you haven’t nished that report.
What will I use in the committee meeting at noon
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5.5
Speaking Skills
5.5.1 Speaking activity based on the reading passage in
the Unit
Do you have a gardening experience or have you heard about
gardening?
ʯ Activity 5.13 Look at the following dialogue
and play the roles of Mamo
and Deressa in turns. Then,
prepare your own dialogue on
gardening with your partner.
Dialogue on gardening experience
Mamo: Is there any garden that you like?
Deressa: Yes, I love ‘Gesho’ garden in my neighborhood.
Mamo: Where is it?
Deressa: It’s in my grandmother’s village.
Mamo: When did you rst see it?
Deressa: I accidentally saw it when I visited my grandmother.
Mamo: Why do you like the garden?
Deressa: I love cutting ‘Gesho’. The garden brings me closer to
nature as well.
Mamo: What is special about the garden?
Deressa: Gesho is important for preparing home made a drink
called ‘Tella’ which is fresh and organic.
Mamo: Do you want to be a gardener?
Deressa: Honestly, I can’t be such a person.
Student A: _____________________________________________
Student B: ______________________________________________
Student A: _____________________________________________
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Student B: _____________________________________________
Student A: _____________________________________________
Student B: ______________________________________________
Student A: ______________________________________________
Student B: ______________________________________________
Student A: ______________________________________________
Student B: ______________________________________________
Student A: _____________________________________________
Student B: _____________________________________________
5.5.2 Conversation on food items
ʯ Activity 5.14 Based on the picture above and
the questions in column ‘A’ and
‘B’ below, make a conversation
with your partner. The rst
question is done for you.
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Student ‘A’ Student ‘B’
1. What do you usually eat for
breakfast?
2. What’s your favorite food?
How often do you eat it?
3. What kinds of food do you
know how to cook? Are you a
good cook?
4. Give some examples of
“healthy food”. Do you think
you eat enough healthy food?
5. What do you want to eat after
class?
6. What is the strangest food you
have ever eaten?
7. Would you like to be a farmer
and grow food? Why?/Why
not?
8. Do you think tea and coee
are good for you? Why? / Why
not?
1. What do you usually eat for
lunch?
2. What’s your favorite drink?
How often do you drink it?
3. Do you like shopping? Why?/
Why not?
4. What do you want to drink
after class? 6. Are you hungry
now? Why?/Why not?
5. What are some famous foods in
your community? Do you like
them? Describe them.
6. Would you like to work in a
restaurant? Why? Why not?
7. Do you like spicy food? Why?/
Why not?
8. What kind of food you do you
have for holidays like a New
Year?
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Example
Student A: What do you usually eat for breakfast?
Student B: I usually eat bread with tea. But, I like to have eggs
sometimes.
Student A: ____________________________________________
Student B: _____________________________________________
Student A: _____________________________________________
Student B: ______________________________________________
Student A: _____________________________________________
Student B: _____________________________________________
Student A: _____________________________________________
Student B: ______________________________________________
5.6
Writing Skills
ʯ Activity 5.15 Write a paragraph that discusses
the importance of horticulture
development in Ethiopia. Your
paragraph must answer the
following questions.
1. What kind of horticulture products are produced mostly in
your community?
2. For what purposes are the products of horticulture used by
the community?
3. What problems does the horticulture production face?
4. What does the government need to do for solving these
problems?
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Sample paragraph
In my village, dierent kinds of gardening can be done such as ower
garden, vegetable garden and fruit garden. My favorite hobby is
gardening. There is a small piece of land by the side of my reading room.
I have made a ower garden in that land. There are dierent kinds of
plants in my garden. These are rose, sunower, cabbage etc. The owers
of the garden are of dierent sizes, colors and smells. Dierent kinds
of owers are bloomed in dierent seasons. There are many advantages
of gardening. When a man sees dierent owers, vegetables and fruits
in his garden, his heart leaps up with joy. It helps him to forget sorrows
and suerings. It keeps our body and mind relaxes. It also relieves our
monotony. Therefore, I spend my leisure time in my garden. I feel much
pleasure working in the garden. My joys know no bound when my
friends and neighbors come to visit my garden. I think, gardening is a
source of health, wealth and pleasure.
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Unit
6. Poverty in Ethiopia
At the end of this unit, learners are expected to:
Ҕ listen to a variety of texts with medium level understanding
and transfer information,
Ҕ interact in English in varied communication situations
with comprehensible grammar,
Ҕ realize the impact of poverty in Ethiopia,
Ҕ recommend ways to alleviate the impacts of poverty in
Ethiopia,
Ҕ read medium level reading resources and comprehend
contents,
Ҕ guess meanings of words using context clues,
Ҕ form words using suffixes,
Ҕ extend their vocabulary using phrasal verbs,
Ҕ construct sentences using modal verbs,
Ҕ participate in conversational practices, and
Ҕ write descritive paragraphs and essays about causes of
poverty and solutions.
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6.1
Listening skills
ʯ Activity 6.1 Before you listen to the listening
text, look at the above picture
and answer the following
leading questions. Share your
answers to your partner.
1. How does poverty aect your life and the life of your
community?
2. What should be done to reduce poverty in Ethiopia?
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ʯ Activity 6.2 Listen to the teacher’s reading or
the recorded audio and ll in
the blank spaces given below.
1. Poverty has been a _________________since times
immemorial.
2. On rainy days, they may _______________ bridges or any
other indoor shelters.
3. This is compounded by ___________and ____________
population of the country.
4. Sometimes, these individuals also resort to unfair means
to obtain money such as __________, ___________,
___________, and _____________.
5. This issue can be tackled with one stone – i.e, to provide
________ and __________.
6. How does poverty be eradicated, if not, minimized?
ʯ Activity 6.3 Listen to the teacher’s reading or
the recorded audio and ll in
the blank spaces given below.
1. With your partner, discuss the impact of poverty in
Ethiopia.
2. Write four to ve sentences about the causes and eects of
poverty in Ethiopia.
3. Share your sentences with your partner and write a
paragraph that discusses the causes and eects poverty in
Ethiopia.
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6.2
Reading Skills
Migrating people
ʯ Activity 6.4 Before you read the passage, look
at the above picture and answer
the following questions. Discuss
your answers with your partner.
1. Do you know people living abroad?
2. Why do you think some people like to go to America,
Europe or the Arab World?
3. Study the meanings of the following words. They are
important for you to understand the reading passage.
poverty consequence slavery
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ʯ Activity 6.5 Now, read the following passage
and answer the questions that
follow it.
The Impact of Poverty
1. Not surprisingly, the consequences of poverty are often also
causes. The poor often experience inadequate healthcare,
limited education, and the inaccessibility of birth control. But
those born into these conditions are incredibly challenged
in their efforts to break out since these consequences of
poverty are also causes of poverty, perpetuating a cycle of
disadvantage.
2. According to sociologists’ analysis of global inequality
studies, the consequences of poverty are many. They have
divided them into three areas. The first, termed “these
dimentation of global inequality,” relates to the fact that
once poverty becomes entrenched in an area, it is typically
very difficult to reverse. As mentioned above, poverty
exists in a cycle where the consequences and causes are
intertwined. The second consequence of poverty is its
effect on physical and mental health. Poor people face
physical health challenges, including malnutrition and high
infant mortality rates. Mental health is also detrimentally
affected by the emotional stresses of poverty, with relative
deprivation carrying the most robust effect. Again, as with
the ongoing inequality, the effects of poverty on mental
and physical health become more entrenched as time goes
on. The third consequence of poverty is the prevalence of
crime. Cross-nationally, crime rates are higher, particularly
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for violent crime, in countries with higher levels of income
inequality.
3. While most of us are accustomed to thinking of slavery in
terms of the antebellum South, modern day slavery goes
hand-in-hand with global inequality. In short, slavery
refers to any situation in which people are sold, treated as
property, or forced to work for little or no pay. Just as in the
pre-Civil War United States, these humans are at the mercy
of their employers. Chattel slavery, the form of slavery once
practiced in the American South, occurs when one person
owns another as property. Child slavery, which may include
child prostitution, is a form of chattel slavery. In debt
bondage, or bonded labor, the poor pledge themselves as
servants in exchange for the cost of basic necessities like
transportation, room, and board. In this scenario, people are
paid less than they are charged for room and board. When
travel is required, they can arrive in debt for their travel
expenses and be unable to work their way free, since their
wages do not allow them to ever get ahead.
4. The global watchdog group Anti-Slavery International
recognizes other forms of slavery: human trafficking (in
which people are moved away from their communities and
forced to work against their will), child domestic work and
child labor, and certain forms of servile marriage, in which
women are little more than chattel slaves.
Now answer the following questions.
1. How many poverty consequences are discussed in the
passage? Mention them.
2. What does ‘slavery’ refer to?
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3. How many forms of slavery are discussed in the passage?
Describe each.
4. According to the passage, dierentiate the modern form of
slavery with the historical one, before the American civil
war.
5. After reading the passage, what do you feel about poverty?
Do you think the writer exaggerate or lessen the impact
of poverty? Discuss with partner and write two or more
sentences about what the government of Ethiopia and the
people need to do for alleviating poverty.
6.3
Vocabulary Development
6.3.1 Vocabulary from the reading passage
ʯ Activity 6.6 Based on the contexts they are
used in the reading passage, nd
the meanings of the following
words.
1. perpetuating (paragraph 1, line 6)
2. entrenched (paragraph 2, line 5)
3. reverse (paragraph 2, line 6)
4. robust(paragraph 2, line 13)
5. prevalence (paragraph 2, line 16)
6. accustomed (paragraph 3, line 1)
7. mercy(paragraph 3, line 6)
8. pledge (paragraph 3, line 11)
9. wages (paragraph 3, line 17)
10. recognize (paragraph 4, line 2)
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6.3.2 Suxes –ate, -ise/ ize, -ment, and –tion
Axes which include prexes and suxes help develop words. As
you studied in the previous units, prexes are word parts that are
added at the beginnings of the root words to form new words. They
modify the meanings of the words. Prexes make words negative,
indicate opinion or show repetition.
Examples
Unhappy The word is formed from the root word ‘happy’ and
the prex ‘un’; and the meaning of the root word has
changed from positive to negative because of the prex.
Disorganized The word is formed from the root word ‘organize’,
the prex ‘dis-’ and the sux ‘-ed’. Similar
to the above example, the prex has
formed a negative meaning to the word.
Suxes are word parts that are added at the ends of root words,
and form new words which can be nouns, verb forms, adjectives
and adverbs.
Examples
forgetful The word is formed by adding the sux ‘ful’ to the root
word ‘forget’. In this example, we see how the verb
‘forget’ is changed to an adjective, ‘forgetful’.
happiness The word is formed by adding the sux ‘ness’ to the
root word ‘happy’. In this example, we see how the
adjective ‘happy’ is changed to a noun, ‘happiness’.
In this Unit, you will be introduced with word formation using
suxes. You will also be introduced with few phrasal verbs. The
suxes you will study are –ate, -ise/ ize, -ment, and –tion.
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ʯ Activity 6.7 Read the following words and
identify the root words and
the suxes in groups, and add
words of similar types to the list.
action aection capacitate dissatisfaction
dierentiate capitalize measurement memorize
excitement amazement dissatisfaction punishment
generalize prioritize
ʯ Activity 6.8 Select the correct phrasal verb
from the choices given.
1. How did such a complicated situation ___________?
a) come across c) come apart
b) come about d) come back
2. While I was coming to school, I _________ my old friend.
a) came down c) came apart
b) came back d) came across
3. The police ________ the road ________ after the accident.
a) closed --- down c) closed --- o
b) closed ---- up d) closed --- out
4. My mother ________ the dishes and the plates after we
have dinned.
a) cleared up c) cleared away
b) cleared o d) cleared on
5. I need to get my glasses repaired. They _____ when they
fell o the table.
a) came apart c) came down with
b) came back d) clogged up
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ʯ Activity 6.9 Match the phrasal verbs in the
Box with the meanings given
below. Consult your dictionary
for their meanings.
Phrasal verbs
clear up come down come about
clog up come across come apart
close down come back come down
close o
Meanings
1. nd by chance ___ 5. separate into pieces ______
2. settle _______ 6. return _____________
3. block ___________ 7. stop _____________
4. happen/ occur _____ 8. slow movement _________
6.4
Grammar
Modals: Obligation, Prohibition and
Absence of Obligation (have to/ must/
don’t have to/ mustn’t)
Do you remember the obligation markers you were introduced with
in Unit 3? Do you remember the modal verbs such as can, could,
may, might, must, shall, should, ought to, will, and would, etc.?
We hope you remember the example sentences such as:
Statements Negative sentences Questions
You can swim. I cannot swim. Can you swim?
You must leave. He must not (mustn’t) leave. Must he leave?
You should go. You should not (shouldn’t)
go.
Should he go?
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Now you will learn few modal verbs that help you express
obligations, prohibitions and absence of obligations. Let’s start
doing the activity that is based on the dialogue below.
ʯ Activity 6.10 Read the following dialogue and
in your group underline verbs
that indicate prohibition or
obligation
Prohibition and obligation
Abebe: Shall we drive to the restaurant?
Husien: We mustn’t drive in this country unless we are over eighteen.
So, we cannot drive to the restaurant since both of us are
only sixteen.
Abebe: Shall we walk then?
Husien: No. We mustn’t do that; our class time is approaching. We
mustn’t miss classes
Abebe: Shall we go after class?
Husien: Yes, if we get enough time, we can go. But, we have to give
priority to our lessons.
Abebe: I don’t agree more; we must learn rst.
Husien: Thank you. Abebe, we don’t have to worry about getting
leisure time; we have to give time to our homework and
other activities the teacher gives us. Ok?
Abebe: Ok. It’s a good idea.
How many of the verbs did you underline correctly? The modal
verbs used in the dialogue are must, mustn’t, have to, and don’t
have to. The modal verbs have to, must, don’t have to, and mustn’t
are common verbs you use to express obligation or prohibition and
absence of obligation. Have you ever used them while you speak
and write in English? To learn about the dierences among the
modal verbs, study the short notes given about each of them in the
box below.
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Obligation indicators
Prohibition
indicators
Absence of
obligation
indicators
Must
Must is used when the obligation
comes from the person who is
speaking.
Examples
You must do your homework every
night. (Because I say you must!)
I must participate in community
services; that is to help the poor.
(Because I think it’s a good idea)
Have to/has to
Dierent from the use of must, have to/
has to is used when the obligation roots
from general law, but not from the
speaker’s view.
Examples
Everyone has to pay tax to his/her
country.
We have to respect the elders.
We have to vote in an election.
Need to
Need to is used to talk about what is
necessary.
Examples
You need to have your hair cut.
We need to respect the trac rules.
Mustn’t
Mustn’t
is used to
show an
obligation
not to do
something.
Examples
You mustn’t
play
here; it’s
dangerous!
Mitslal is
allergic to
nuts; so she
mustn’t eat
peanuts.
don’t/doesn’t
have to
or
don’t/doesn’t
need to
These verbs
are used when
there is no
obligation.
Examples
You don’t
have to bring
food on the
trip.
.She doesn’t
have to
work in the
evening.
You don’t
need to pay
now; you can
pay later.
They don’t
need to speak
French in
their job.
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ʯ Activity 6.11 Choose and underline the correct
verb for the following sentences
1. You (don’t have to/ mustn’t) come to the meeting but it
would help us all if you’re there.
2. I can’t get a connection on my phone. (Have to/ Can) I
borrow yours?
3. The rules say that you (have to/ can) only invite one guest
to the club.
4. I (must/ have to) stay on for a few hours because I’d rather
work late today than over the weekend.
5. There’s a lot of noise coming from outside. (Could/ Must)
I close the window?
6. You (have to/ can) start saving money if you want to retire
early.
7. Did they tell you that you (can’t/ don’t have to) come into
this area. It’s restricted to sta only.
8. We (have to/ can) be there fteen minutes before the
concert starts.
9. People (mustn’t/ don’t have to) drink and drive cars. It is
prohibited.
10. I (must/ have to) study tonight; my exam is tomorrow.
ʯ Activity 6.12 Based on the following examples
and the examples in the Table,
complete the missing parts with
‘have to’, ‘must’ and ‘mustn’t’
and the subjects of the sentences
you develop.
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Examples
1 Teachers have to give feedback to students’ work.
2 Farmers must use selected seeds for more productivity.
3 Students must do their homework every day.
4 Students have to walk carefully when they cross roads.
5 Every student must take his/her left side of the road when he/ she
walks along the road.
6 You mustn’t use your phone in class.
A teacher A farmer A student
1. He/She has to be
supportive.
1. He has to wake up
very early.
1. He/She has to work
in a team.
2. ____ (not be late
for work)
2. ___ (work hard
every day)
2. ______(wear
uniform)
3. ___(well prepared) 3. _____ (t) 3. _____ (behave)
4. ____
(knowledgeable)
4. _____ (work in the
countryside)
4. ___ (help his/her
parents at home)
5. ___(in a classroom) 5. ___(work with
plants &animals)
5. ______(read books)
ʯ Activity 6.13 Fill in the blank spaces in the
passage about football given
below with either ‘must not’ or
‘need not’.
The teams (1) _____________ have more than 11 players on the
eld during a match. But there (2) _____________ even be 11
players playing for each team. Players (3) _________ wear anything
which might injure another player. Players (4) _____________
play the ball with their feet only; they can use their head and body,
but not their hands. Substituted players (5) ____________ return
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to the game. Players (6) __________ leave the game without the
referee’s permission. Players (7) _______________ hold or catch
an opponent. The referee (8) _____________ send a player o if
he has committed a foul for the rst time in the game.
Note: If you want to say something is unnecessary, use need not,
not must not. (The negation of must means not allowed to.)
Example:
I need not play football = I do not have to play football
I must not play football = I am not allowed to play football.
6.5
Speaking Skills
Aster Manaye (2021) has reported the extreme poverty rate in East African
countries in 2020 and 2021. The summary of her report is presented in the
Table below.
Extreme poverty rate in East African countries 2020-2021
Country 2020 2021
Burundi 72.2% 72.9%
Somalia 63% 62.9%
Eritrea 44.1% 43.4%
Rwanda 42.3% 40.5%
Uganda 35.4% 34.5%
Tanzania 35.1% 33.9%
Kenya 27.3% 26.3%
Ethiopia 17.3% 15.9%
Comoros 12.8% 12.4%
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ʯ Activity 6.14 Based on the information in the
table above, explain the extreme
poverty rate in East African
countries in groups and suggest
solution to the problems.
Begin your discussion as:
Nearly 73 percent of people in Burundi were living below the least
required amount of money per day in 2021. It was the highest
level of extreme poverty rate in East Africa, followed by Somalia
with some 63 percent. On the other hand, Comoros and Ethiopia
registered the lowest levels, at 12.4 percent and 15.9 percent,
respectively.
ʯ Activity 6.15 In your groups, discuss and
complete the missing parts in
the following short story by
using the words ‘have to’ and
‘must’. Use the correct forms of
the words in brackets.
Two businessmen, Hagos and Debella, are at a lunch meeting. They
are waiting for their co-worker, Zeleke, who is late.
“We must wait for Zeleke before we start,” says Hagos. “Is
he here yet?”
“No, he ____ (be) on his way,” replies Debella.
“Yes, he said he left the oce 30 minutes ago,” says
Zeleke. “He ___ (be)______“about to arrive.”
“Trac ____ (be)____bad, because it usually doesn’t take
this long,” Debella says.
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Zeleke looks at his watch. “He ____ (feel) ________ late,”
badly about being late,” he says. “I know he hates to be
kept waiting, so he doesn’t like to do it to other people.”
“Oh, that’s all right! We _____ (get) impatient, don’t you
think?” Debella smiles. “Remember his rule: the one who
is late ____ (buy)____lunch!”
6.6
Writing Skills
ʯ Activity 6.16 Write three sentences discussing
some mechanisms of alleviating
poverty in the world. The sentence
parts are given below. Complete
each sentence and organize the
completed sentences into a short
paragraph that deals with some
ways of alleviating poverty in
the world.
1. People could tackle poverty through ________________.
2. We can reduce poverty by ________________________.
3. One of the poverty reduction mechanisms is __________.
The paragraph
There are three ways of reducing poverty in the world. __________
____________________________________________________.
Therefore, people should ________________________________.
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6.6.1 Paragraph writing
ʯ Activity 6.17 Write a short paragraph about
how hard work and other factors
can help get rid of poverty in
Ethiopia.
Ways that help Ethiopia get rid of its poverty
- hard work - increasing access to education
- increased agricultural activities - improving food security
- cooperative work - ensuring access to clean water
- taking care of the environment - end war and conict
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Unit
7. Communitity Services
At the end of this unit, learners are expected to:
Ҕ listen to a variety of texts with medium level understanding
and transfer information,
Ҕ interact in English in varied communication situations
with comprehensible grammar,
Ҕ realize the importance of community services,
Ҕ read medium level reading resources and comprehend
contents,
Ҕ guess meanings of words using context clues,
Ҕ extend their vocabulary using phrasal verbs,
Ҕ understand how relative clauses are formed,
Ҕ construct sentences using relative clauses,
Ҕ participate in conversational practices on social problems
of Ethiopia, and
Ҕ write desriptive or expository essays.
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7.1
Listening skills: Community Services
Community engagement activities
ʯ Activity 7.1 Before you listen to the listening
text, look at the above picture
and answer the following
questions. Discuss your answers
in groups.
1. What do you know about community services?
2. Have you participated in free service activities?
3. What skills do you think a voluntary worker should have?
4. What kind of benets do you expect from such free
services?
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ʯ Activity 7.2 Listen to your teacher’s reading
or a recorded audio and ll in
the blank spaces below.
1. There was a section on the community which contained a
list of _______.
2. I called a number and decided to spend my time taking
care of __________________shopping for an elderly
handicapped woman.
3. The __________________ and _________________
I gained was more valuable to me than any amount of
money I could have earned.
4. Even more signicant is _______________and
_______________ of community service in our society.
5. In conclusion, I believe that choosing to help your
community through ___________ should be very
important to you.
6. What kind of values does community service provide us
with?
ʯ Activity 7.3 Answer the following questions.
1. Discuss with your partner about the important and
challernges of community services.
2. Write a paragraph on the challenges and opportunities of
delivering a community service.
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7.2
Reading Skills
Community service
ʯ Activity 7.4 Before you read the passage, look
at the above picture and answer
the following questions. Discuss
your answers in groups.
1. Have you ever been engaged in community service
activities so far?
2. What have you done as a community service provider?
3. What do you expect from the passage entitled ‘Community
Service Experience’?
Community Service Experience
1. My community service experience was a very interesting
experience because I had to work with elderly people at
Felege Gion Hospital. The Hospital is located at the city of
Bahir Dar and is dedicated to providing the highest quality
of medical care in a homelike environment. This supportive
atmosphere is created by the hospital’s dedicated team of
healthcare professionals, who are devoted to helping each
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individual regain health and strength while respecting
individuality, dignity and autonomy.
2. My duties were taking care of the elderly, answering phones
with proper greeting, and filing reports and certain patient
information. From often time to time, they moved me from
floor to floor where as I dealt with different people every
day. Every day I came in with a good positive attitude. I
prepared their meals and gave them their daily supplies.
3. They also showed me the parts to the hospital, they taught
me the little things that I can learn how to do now such as,
Wheel and Lock a Wheelchair, Take Patients in and out of
there wheelchair, etc. Every day I spent in the hospital I
learned something new I learned what community service
really is. I have learned responsibilities that it is not easy to
do as to what the nurses do on the regular, and trust me their
job is not easy. I truly now know the value of community
service, which is providing a service to the community.
4. This type of service gives me a chance to gain working
experience, so that I can develop and improve on my
working skills, something I lack. I am also able to build
on my self-confidence. Community service gives me the
opportunity to learn more about myself and my abilities.
Doing community service makes me feel complete because
I’m doing something that is meaningful to my community
where I live. In conclusion, I truly believe that doing
community service, is not only doing God’s work, but given
back to the community and helping someone less fortunate
than me. Working with the elderly, is not easy at all it took
time and patience. You have to be patient and encourage
them that there is a way and God can make it happen. I love
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to see the smiles on their little faces every day because this
gave me a feeling that I was doing something right not just
for my community but for myself. Doing this community
service, I felt like I bettered myself in so many ways.
Adapted from gudwriter.com
ʯ Activity 7.5 Read the passage carefully and
answer the following questions
1. Who created a supportive atmosphere in the hospital?
2. Write the activities in which the community worker is
involved in the hospital.
3. State at least three benets the community worker got
because of involving in the community service activities.
4. ‘They’ in paragraph 3, line 1 refers to _______________.
5. What advice did the community worker give us for
participating in the community service?
7.3
Vocabulary Development
ʯ Activity 7.6 Based on their contexts used in
the reading passage, nd the
meanings of the following
words given below.
1. dedicated (paragraph 1, line 4)
2. devoted (paragraph 1, line 7)
3. complete (paragraph 4, line 6)
4. fortunate (paragraph 4, line 10)
5. bettered (paragraph 4, line 17)
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ʯ Activity 7.7 Complete the missing parts in the
following dialogues selecting
from the given phrasal verbs.
Try to get the meanings of the
phrasal verbs with your partner.
If you feel that you haven’t
gotten the meanings of the
phrasal verbs from the contexts
they are used in, you need to
consult your dictionary.
drop in drop o drop out
Hanna: I _______ for a few minutes during the nal act. How
did the music end up?
Danayit: I can’t believe you could ________ during such
spectacular music!
Hanna: I was drowsy. I’ve been working long hours lately.
Fikirte: It’s so hard to work and go to school at the same time.
My parents never nished school, and they’ve become
pretty successful with their business.
Zelekash: You’re a year away from graduating. Don’t ________
now.
Ali: You’re from Bishoftu? That’s great!
Mohammed: No kidding! Feel free to ________ next time you’re in
town.
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ʯ Activity 7.8 Match the phrasal verbs in bold in
column A with their meanings
in Colum B.
Column A Column B
1 I had a shower and dried myself o. A
dry something
fully
2
I think we are close to where Aster lives,
do you think we should drop in and see
how she is going?
B nish eating
3 They dried the fruit out in the sun. C
dry something
quickly
4
I can assure you that if you drop out of
school now, you will regret it later.
D leave
5
Eat up your dinner, and we’ll go for a
walk.
E stop and visit
7.4
Grammar
Giving additional information about
things or people using relative
clauses (adjectival Clauses)
Do you know what relative clauses are? Can you combine the
following sentences using which, that, whom, or who?
a) The girl is my classmate.
b) You were talking to the girl.
■ The girl whom you were talking to is my classmate.
a) The horse is expensive.
b) I am pointing at the horse.
■ The horse which/ that I am pointing at is expensive.
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The italicized parts of the combined sentences are called relative
(adjectival) clauses the nouns ‘the girls’ and ‘the horse’.
Note
Relative clauses are formed with the relative pronouns who, that,
which, whose, where, when, and are most often used to dene or
identify the noun that precedes them.
In the following dialogue, which is about dierent inventors, there
are relative clauses. Single out the relative clauses in the dialogue
with your partner and write your answers. The rst one is done for
you.
Eyosias: What are you reading, Nataniym?
Nataniym: I am reading a book about Thomas Edison who I admire.
He invented the light bulb which greatly inuenced the
world. This can be our group report about the people who
we admire.
Eyosias: Too bad! He’s not the singer that I admire.
Nataniym: Thomas Edison is the greatest and rst person that I
admire. How about you, Rahel?
Eyosias: I admire Thomas Edison, too. He never gave up or stopped
his tests. After his team failed about 10,000 times, he
cheered up the team. What’s your idea about Thomas
Edison, Yonas?
Yonas:` In fact, I admire Steve Jobs who made iPhone and iPad
so popular. I like to do the report about him. Who do you
admire, Eyosias?
Eyosias: I admire Edwin Howard Armstrong whose radios helped
the world a lot.
Yonas: Radios are not popular anymore, but iPhone and iPad are!
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Rahel: Hey, guys! Before we go on talking about these important
inventors, let’s face our problems, or we can never nish
our report. Eyosias, what’s your idea?
Eyosias: How about Alfred Nobel? He made the dynamite and
established Nobel Prize. We can talk a lot of dierent
scientists or people who won Nobel Prize in one report.
Nataniym: I give up! We can never nish our report this way.
ʯ Activity 7.9 Select the appropriate relative
pronoun and ll in the blank
spaces in the following
sentences.
who whom that which where when whose
1. I live in Ethiopia, _______ is a relatively densely
populated country.
2. Yesterday, I ran into an old friend _______ I hadn’t seen
for years.
3. That’s the man _______ house was destroyed by a tornado.
4. That’s the drawer _______ I keep my jewelry.
5. The people ____ house I am staying at are very kind to me.
6. Here is the place _______ my grandfather always used to
talk about.
7. The car _______ he bought last Thursday was very cheap.
8. We don’t have a big enough room in _______ we can
apply sample tests.
9. The woman _______ husband is a football player always
complains about the stains _______ never come o easily.
10. The severe drought _______ occurred last summer ruined
the crop.
(Adapted from GrammarBank.com, 2013)
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ʯ Activity 7.10 Match the sentence parts in
Column A with the relative
clauses in Column B.
Column A Column B
1
Zelalem lives in a
house a which serves fresh food
2 A watch is a machine b who landed on the moon.
3 This is the book c
which is about the earth
pollution.
4
There are a few
restaurants here d
which is used for sewing
clothes.
5
Sheep are the
animals e which give us milk and wool.
6 A fridge is a machine f which is famous for its Castles.
7
An airplane is a
vehicle g which tells the time.
8
A dolphin is an
animal h
which is used for opening tins
and cans.
9
Mrs. Senait is a
teacher i
that is over hundreds of years
old.
10 Gondar is the city j who loves her students so much.
11 A tin-opener is a tool k which helps people into the sea.
12
A sewing machine is
a machine l which ies in the air.
1
Neil Armstrong is the
rst man m which keeps food fresh.
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Have you noticed the linking words of the two clauses in the above
activities? The linking words include who, whom, whose, that,
which, what, when, where, and why. These linking words that form
the relative clauses are called relative pronouns.
Relative clauses are classied into dening and non-dening relative
clauses. The dening relative clauses are clauses that provide
essential information about the thing or the person that it describes.
For instance, you may have many sisters and if you produce the
statement My sister who works in Hawassa University was awarded
a prize, your listeners may not understand you which of your sisters
you are referring to. The relative clause which you have added as
who works in Hawassa University clearly distinguishes which of
your sisters you have referred to. This kind of relative clause that
determines the noun is called dening relative clause. You should
not use commas with dening relative clauses. Please read example
sentences 1-5 below. The non-dening relative clauses, on the
other hand, are clauses that provide information about the things or
the persons described in the sentence, but the information does not
determine the things or the persons they describe. For example, in
sentences like My father, who is over 60, still works on the farm, it
is clear that you have only one father; therefore, the relative clause
who is over 60 is not essential to tell us about your father although
it adds some information about your father’s age. Non-dening
clauses are set-o by commas to indicate that the clause is not
determinant of the noun used. Read the examples 6-10 below for
more understanding.
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7.4.1 Relative pronouns used in dening relative clauses
Subject Object Possessive
For people
who whom/ who whose
what that
For things
which which whose
that of which
Examples
1 This is the picture which/that caused such a sensation.
2 The car which/that I hired broke down.
3 The ladder on which I was standing began to slip.
4 The year when (in which) he was born was a time of natural
disasters.
5 The hotel where (in/at which) they were staying was not much
convenient.
7.4.2 Relative pronouns used in non-dening relative
clauses
Subject Object Possessive
For people
who whom/ who whose
For things
which which/that whose
Examples
1 Fentahun, whom everyone suspected, turned out to be innocent.
2 Dilnesa, for whom I was working, was very generous about
overtime payments.
3 Emebet, whose children are at school all day, is trying to get a job.
4 These books, which you can get at any bookshop, will give you all
the information you need.
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ʯ Activity 7.11 Join each of the pairs of sentences
into one forming dening or
non-dening relative clauses.
The rst two are done for you.
1. The man was late. Duressa invited the man.
The man whom Duressa invited was late.
2. The couple lives next to us. Their daughter has two
charming boys.
The couple, whose daughter has two charming boys, lives next
to us.
3. The doctor was sick. I wanted to see the doctor.
4. The accountant was arrested. The accountant works for my
father’s company.
5. The mobile phone can’t be xed. The mobile phone is
broken.
6. John made a copy of the photo. I took the photo.
7. I met a girl. The girl was a doctor.
8. We talked about the party. Sarah wants to organize it for
my birthday.
9. The couple lives next to us. Their daughter has two
charming boys.
10. This is the house. I had my rst party here.
Adapted from www.english-practice.at & www.perfect-english-
grammar.com
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7.5
Speaking Skills
7.5.1 Speaking activity related to the reading passage
ʯ Activity 7.12 Do you believe in helping your
community? The following
table lists some areas you
can participate in community
services and benets you could
obtain. In groups, discuss which
areas you would like to involve
in and why? Add more areas
and reasons for participating.
Activities benets /reasons to involve
Cleaning sewages
Tutoring children
Planting trees
mental satisfaction, clean environment
person satisfaction, changing life of the generation
personal satisfaction, sharing skills
Example
■ I would like to involve in serving my community through community
mobilization programmes for peace and cooperation because it gives
me sense of satisfaction.
7.5.2 Discussion related to social problems in Ethiopia
ʯ Activity 7.13 Discuss in detail about the
environmental, health, social
and educational problems
in Ethiopia based on the
information given in the Table.
Answer also the following
questions in your discussion.
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1. Which of the problems is/are the most serious problem/s?
2. What should people do to solve the problems?
3. What roles can you play to solve the problems?
Environmental
problems
Health
problems
Social
problems
Education
problems
- soil erosion
and land
degradation,
- deforestation
and forest
degradation,
- water scarcity,
- biodiversity
loss
- deadly HIV/
AIDS,
- malaria,
- bacterial and
protozoal
diarrhea,
- typhoid fever,
- hepatitis A,
- lack of basic
needs
- education,
- safe and
healthy
environment
- quality
- budget for
education
- drop-out rate
(out-of-school
youth)
- lack of facilities
- teacher
shortage in
public schools.
7.6
Writing Skills
7.6.1 Writing activity related to the reading passage.
ʯ Activity 7.14 In the reading lesson, you got
information about community
service. Now give answers to
the following questions with
complete sentences. Then,
develop the sentences into a
paragraph.
1. What is a community service?
2. What is the purpose of community service program?
3. What are the benets of community service programs?
4. What are the duties of a community service worker?
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7.6.2 Writing essays
ʯ Activity 7.15 Write an essay about the basic
needs of life in Ethiopia
concerning the issues included
in the diagram. Focus on
whether or not the basic needs
are fullled, and suggest
solutions for any problems
you raise.
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ʯ Activity 7.16 Discuss the causes of land
degradation and provide
possible solutions in groups.
Then, write individually about
the causes and solutions for
land degradation. A sample
paragraph is given to you.
In your discussion and writing, include answers to:
1. How do the factors aect land degradation?
2. What are the eects of land degradation?
3. To what extent, do you think, the national tree plantation
programs in Ethiopia solve the problem of degradation and
its eects?
Causes for land degradation Solutions to the
problems
• population growth family planning
• intensive land use _______________
• too much plowing _______________
• overgrazing _______________
• deforestation _______________
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Sample essay
Read the following essay, and develop similar kind of essay of your
own about the basic needs of the people and land degradation.
Developing countries and problems they face
There are basic needs which developing countries lack in part or in total.
The basic needs include food, water, housing, health, education and work.
Food is a basic need because food helps people grow and develop. It gives
us energy to keep us health and work. Without the right amount of food or
the right kinds of food, people suer from malnutrition which can result in
death. At least one in eight of the world’s population does not have enough
to eat. Water, clean, safe drinking water is essential for life. It is vital for
the control of diseases such as diarrhea, typhoid and cholera. About 80%
diseases are from dirty, unsafe drinking water.
Housing is a major problem, which can aect the developing countries
because more and more people in developing countries are drawn to cities
in search of work and a better life. The cities getting overcrowded and the
supply of aordable housing in the cities does not match the population
growth so there is a serious of lack of houses, so in developing countries
there are nearly more than half of the population living in shanty towns.
Health care is important to ‘ensure a state of complete physical, mental
and social well-being and not merely the absence of disease or illness.
70% of the population in developing countries does not have access to any
organized health care.
Education is another problem in poor countries. There are only four adults in
ten who can read and write and less than one in four children go to secondary
school. Education is a very important basic to the development of a nation.
To solve the problems of basic needs, people in developing countries
should work hard cooperatively to ensure their basic needs are satised.
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At the end of this unit, learners are expected to:
Ҕ listen to a variety of texts with medium level understanding
and transfer information,
Ҕ interact in English in varied communication situations
with comprehensible grammar,
Ҕ identify communicable diseases,
Ҕ classify communicable diseases,
Ҕ read medium level reading resources and comprehend
contents,
Ҕ guess meanings of words using context clues,
Ҕ extend their vocabulary using phrasal verbs,
Ҕ understand the forms and functions of present perfect and
present perfect continuous tenses,
Ҕ construct sentences using present perfect and present
perfect continuous tenses,
Ҕ apply conditional type 3 sentences for conversational
practices (purpose), and
Ҕ write desriptive or expository essays.
Unit
8. Communicable Diseases
n
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8.1
Listening Skills
Illness
ʯ Activity 8.1 Before you listen to the listening
text, look at the above picture and
answer the following questions.
Discuss your answers with your
partner.
1. What are the deadly diseases you know?
2. How do you think diseases are transmitted from one person
to another?
ʯ Activity 8.2 Listen to your teacher’s reading
or a recorded audio and ll in
the blank spaces below.
1. Epidemiologists work to prevent or minimize ________ of
diseases in the population.
2. Epidemiologists act as “detectives” who track down the
causes of a “new” _______ and _________ transmission.
3. Infectious diseases may be transmitted through ______ or
______ contact.
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4. Direct contact occurs when an individual is infected by
contact with the reservoir, for example, by ___________,
________or being bitten by an infected animal or insect.
5. The modes of horizontal transmission are examples of
infectious diseases that transmit from _______in a group.
ʯ Activity 8.3 Answer the following questions.
1. Discuss with your partner the types of diseases you have
commonly experienced or which are prevalent in the
community you live in.
2. Write a paragraph on the major causes of HIV/AIDS and
Covid19 and their prevention mechanisms.
8.2
Reading Skills
ʯ Activity 8.4 Before you read the passage,
answer the following questions.
Discuss your answers in groups.
1. Have you ever got a health problem?What kind of disease
was it?
2. Discuss dierent types of diseases and their transmission
mechanisms.
3. Why do you think people face a health problem?
4. Study the following words. They are important for
understanding the reading passage.
predict mortality infections treatment
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HIV/AIDS
1. Within the next 25 years, AIDS is set to join heart diseases and
stroke as the top three causes of death worldwide. Currently
ranked fourth behind heart diseases, stroke and respiratory
infections, AIDS is set to become No.3. It accounts for about
2.8 million deaths every year. But researchers estimate a
total of nearly 120 million people who could die in the next
25 years. Overall, researchers predict that in the next three
decades, the causes of global mortality will be strikingly
similar worldwide—apart from the prevalence of AIDS in
poorer countries. Most people will be dying at an older age
of non-infectious diseases like cardiovascular diseases,
stroke and cancer.
2. The World Health Organization estimates that a total of
at least 117 million people will die from AIDS from 2006
to 2030. In an optimistic future projection, if new HIV
infections are curbed and access to life-prolonging anti-
retroviral is increased, 89 million people will die from the
disease.
3. “What happens in the future depends very much on what
the international community does now,” said Mathers, who
is a doctor. These marked differences should spark changes
in current approaches to controlling AIDS now, say some
experts.
4. ”It will be increasingly hard to sustain treatment programmes
unless we can turn off the tap of new HIV infections,”
said Richard Hays. “These AIDS numbers point to a need
to do more in prevention.” Simply focusing on treatment
or politically uncontroversial prevention methods will
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not suffice. “You can’t put all your eggs in the abstinence
basket,” said Hays.
5. “We need a menu of strategies for real people,” he said,
adding that condom distribution as well as new methods,
such as a vaccine, are needed.
6. Mathers and Loncar analysed data from more than 100
countries. The authors looked at the links between mortality
trends and income per capita, as well as factors including
education levels and tobacco use. Their research also used
UN estimates for projected AIDS infection rates and the
World Bank’s numbers for future income per capita. They
predicted the future causes of deaths and diseases.
7. “This is an important contribution that will help us determine
the priorities in public health,” said Majid Ezzati, a doctor
and an associate professor of international health at Harvard
University, who was not connected to the paper. While it may
be possible to avert some of the impending damage from
HIV/AIDS, Mathers says that other predictions are unlikely
to vary significantly. As populations age, he explains, they
are naturally more susceptible to illnesses like cancer and
heart diseases than infectious diseases-even in the developing
world. Life expectancy is expected to increase worldwide,
with the highest projected life expectancy in 2030 to be in
Japanese women at 88.5 years.
Adapted from EAT: The Associated Press, Nov. 28,2006
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ʯ Activity 8.5 Read the passage carefully and
decide whether each of the
statements is ‘true’ or ‘false’
based on the information in the
passage. Give evidence to your
answers..
1. Within the next 25 years, HIV/AIDS will join heart
diseases and stroke as the top three causes of death
worldwide.
2. In the next 25 years, a total of nearly 120 million people
will die of HIV/AIDS.
3. Several people will be dying at an older age of infectious
diseases like stroke and cancer.
4. According to the World Health Organization, around 117
million people will die of HIV/AIDS within the coming 25
years.
5. Our future will be determined very much by what the
international community does today.
6. More condom distribution and new methods like vaccine
failed to minimize the spread of HIV/AIDS.
7. The more we are aged, the more we will be susceptible
to illnesses like cancer and heart diseases than infectious
diseases even in the developing world.
8. Life expectancy will increase in some developing countries
with the highest projected life expectancy in 2030.
9. Researchers Mathers and Loncar used UN estimates for
projected HIV/AIDS infection rates and the World Bank’s
numbers for future income per capita.
10. Heart diseases, stroke, respiratory infections and AIDS
are the top four causes of death worldwide
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ʯ Activity 8.6 Read the reading passage
carefully and give answers to
the following questions
1. What does the writer mean by: “What happens in the future
depends very much on what the international community
does now”? (paragraph 3, line 1).
2. Why, in the next 30 years, does the global mortality rate
become similar worldwide?
3. What new methods did the writer suggest for the
prevention of HIV/AIDS prevalence?
4. Why did the researchers (Mathers and Loncar) analyze
data from more than 100 countries?
5. Which country in the world is expected to reveal the
highest life expectancy by 2030?
8.3
Vocabulary Development
8.3.1 Vocabulary from the reading text
ʯ Activity 8.7 Based on their contexts used in
the reading passage, nd the
meanings of the following
words given below
1. estimate (paragraph 1, line 5 )
2. optimistic ( paragraph 2, line 3 )
3. curbed (paragraph 2, line 4)
4. spark (paragraph 3, line 3)
5. suce (paragraph 4, line 6 )
6. avert (paragraph 7, line 5)
7. susceptible (paragraph 7, line 8)
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8.3.2 Phrasal verbs
ʯ Activity 8.8 Complete the following sentences
choosing from the phrasal verbs
given below.
came through came…on came in came out
came out comes o come up with
Come over come down came across
1. Maybe you should go to a doctor. This is the third time
you’ve ________ with a cold this month.
2. Aster __________ last in the race, but she enjoyed herself.
3. Teferi _____ as a hard person, but in fact he is quite caring
4. Worku ____________ as a hard person, but in fact he is
quite caring.
5. The electricity ________ back ________ two hours after
the power cut.
6. The player’s past __________ when his old friends spoke
to the press.
7. ________ for dinner tonight, we’re having a chicken stew.
8. Jack ________ only after Senait begged him for three days
to get the tickets for the game.
9. Desalegn __________ a very good idea for the marketing
campaign.
10. When I was cleaning my room, I ________ my middle-
school diaries.
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8.4
Grammar
Present Perfect and Present Perfect
Continuous Tenses
How are present perfect and present perfect continuous tenses
formed? Read the excerpt in the Box, and identify the present
perfect and present perfect continuous tenses.
Our friend has disappeared. We have been looking for him day and
night, searching frantically in places where he is likely to be found. He
is nowhere to be seen. Even his sister does not know where he is. He just
ran o like that, vanished like thin air. We are not surprised as a matter of
fact. He has been feeding us with fat lies and the time of reckoning has
come. We all believe so.
Since the day we made friendship with him, he has been taking us for a
swim, to a café, or other recreation areas and makes us pay the expense.
He thought that we were foolish for being friends with him. He has been
taking our respect and loyalty for granted. He has never fullled any of
his friendship promises. Naturally, we got fed up with him. At rst, we
have protested against him verbally, but he has refused to hear us. So
we have left him alone. Now, he has disappeared for good. I think he
might have psychological problem we were not aware of.
ʯ Activity 8.9 Write down the verb tenses you
have identied in the box above.
8.4.1 The Present Perfect Tense
How are the forms of the verbs dierent? The present perfect verbs
has appeared, has come, has fullled, have protested, has refused,
have left, and has disappeared are formed by having the ‘have
verbs’ (has or have) and the past participles of verbs. ‘Have’ is used
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as a helping (auxiliary) verb in ‘ have protested’ and ‘have left’,
but ‘has’ is used with all other present perfect verb tenses in the
excerpt. Note that ‘have’ is used when the subjects of the sentences
or clauses are plural, while ‘has’ is used when the subjects are
singular. See more examples below.
Examples
1 The teacher has given us a test on Chapter 5.
2 I have lived in Benshangul all my life.
3 I have taken care of communicable diseases.
4 Communicable diseases have killed many people in the world.
5 Zelalem has nished his studies.
Now look at the Box and note how the present perfect is formed.
Subjects Example sentences
Singular The teacher has nished her/ his / work/lessons/ studies.
Zelalem has nished his work/ his studies.
She has nished her work/ her studies
He has nished his work/ his studies.
Plural Communicable diseases have killed many people in the
world.
I have lived in Shashemene/in Goba/Dire Dawa/Makalle/
Assosa/Metu/ Nekemte/ etc.
The students have taken the exam.
They have nished their work.
You have nished your work.
1
st
person
I have taken the exam.
We have taken the exam.
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All the above examples are positive in form. You can also form the
negative and question forms using the present perfect tense.
Negative sentences
Examples
1 The teacher has not (hasn’t) given us a test on Chapter 5.
2 I have not (haven’t) lived in Benshangul all my life.
3 I have not (haven’t) taken care of communicable diseases.
4 Communicable diseases have not (haven’t) killed many people in
the world.
5 Zelalem has not (hasn’t) nished his studies.
Questions
Examples
1 Has (Hasn’t) the teacher given us a test on Chapter 5?
2 Have (Haven’t) I lived in Benshangul all my life?
3 Have (Haven’t) I taken care of communicable diseases?
4 Have (Haven’t) communicable diseases killed many people in the
world?
5 Has(Hasn’t) Zelalem nished his studies?
When you form the present perfect tense, you have to carefully use
the past participle forms of verbs. Some of the verbs add ‘-d’ or ‘-
ed’ when they form their past participle; and such verbs are called
regular verbs. However, verbs like, take, give, leave form their
past participle form, as you see in the examples and the excerpt,
dierently. They are called irregular verbs. Now discuss in a
group of four and write ten regular and irregular verbs, which you
will share to the whole class.
The most important point you should know is the meanings of
sentences with present perfect tenses. Let’s learn the meaning of
the sentences from the following examples.
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Examples
1 I have repaired my bicycle.
2 She has eaten her breakfast.
3 They have nished their jobs.
In all the above sentences, the actions expressed by the verbs have
repaired, has eaten and have nished show that the actions were
completed in the past, but you inform people now. As you see the
time when the actions were done is not expressed (told). Look at
also the following examples in which you can understand a dierent
meaning of sentences with the present perfect tense.
Examples
1 I have lived in Bahir Dar since 1959.
2 She has learned English for six years.
3 The students have been in the Club since they joined secondary
school.
4 Covid-19 has expanded all over the world since a year ago.
Unlike the above examples which indicate actions that were
completed, these examples show that the actions began in the past
and continue until the present time. For instance, the meaning of the
rst example is that I began living in Bahir Dar starting from 1959
until now. The rest of the above examples have similar meanings.
Can you tell the uses of ‘since’ and ‘for’ based on the above four
examples?
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ʯ Activity 8.10 Complete the following
sentences changing the verbs in
parenthesis into present perfect
tense.
1. The weather _________ (be) awful in the past few days.
2. We ____________ (wash) the dishes. They’re clean now.
3. _____________________(your course, start) yet?
4. Shall we play tennis? We ________ (not play) since we
were children.
5. The airplane ________ (land). The pilot is just getting out.
6. Prices _______________(go) up. Everything is more
expensive this year.
7. I’m tired. We _________ (walk) 10 kilo meters.
8. We ___________ (just come) back from our holidays.
9. You parcel ________ (arrive). The postman ________
(bring) it two hours ago.
10. We ____________ (not have) a party for ages.
11. My sister’s car is only a year old but she___________
(already crash) it.
12. It ____________ (not rain) yet today.
8.4.2 The Present Perfect Continuous Tense
The present perfect continuous tense is formed by using have (has)
+ been + -ing forms of verbs.
Examples
1 The telephone has been ringing for a few minutes.
2 It has been raining for a long time.
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3 The students have been reading books in the library.
4 They have been working on the farm.
The positive, negative, and questions forms of the present perfect
continuous tense are shown in the Table below.
Positive Negative Question forms Meaning
The telephone
has been
ringing for a
few minutes
The telephone has
not (hasn’t) been
ringing for a few
minutes
Has (Hasn’t)
the telephone
been ringing
for a few
minutes?
The present
perfect
continuous tense
shows that the
actions ringing,
raining, reading,
and working
started in the past
and is continuing
at the present
time or unnished
actions.
It has been
raining for a
long time.
It has not (hasn’t)
been raining for a
long time.
Has(Hasn’t) it
been raining
for a long time?
The students
have been
reading
books in the
library.
The students have
not (haven’t)
been reading
books in the
library.
Have (Haven’t)
the students
been reading
books in the
library?
They have
been working
on the farm.
They have not
(haven’t) been
working on the
farm.
Have (Haven’t)
they been
working on the
farm?
The words for and since are commonly used with the present perfect
and present perfect tenses. How are they used? Since is used to
situate an event in relation to a moment in time and for is used to
talk about a period of time. Take a look at the following examples.
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Examples
1 That restaurant has been open since this morning.
2 Fikrte has lived here since 2012.
3 It has been raining for a long time.
4 The telephone has been ringing for some time.
ʯ Activity 8.11 Complete the paragraph with
the words in parentheses. Use
the present perfect or present
perfect progressive. Add ‘not’
where necessary.
(1) Both Alemu and Silenat (plan) a daily menu. (2) (complete) the
online food science course yet because he was sick for two weeks.
The professor is letting him make up the nal exam next week. (3)
(already/take) the course, so (4) (help) Jake study for the exam. (5)
(already/turn in) his food safety paper. (6) (work) hard on his food
safety paper, but (7) (nish) it yet. (8) (plan) the food budget and
the menu for the holiday meal together for a few weeks. (9) (serve)
the holiday meal yet, but they plan to serve it next Thursday. Both
hope to graduate in December.
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ʯ Activity 8.12 Write present perfect or present
perfect continuous tense forms
of the verbs in parentheses.
A Lifelong Adventurer
Helen Thayer never (1. let) age stop her. She and her husband, Bill,
fullled a lifelong dream for their 40
th
wedding anniversary. They
walked 2575 kilometers in intense heat across the Gobi Desert.
There they met Mongolian nomads and learned about their culture.
To celebrate 50 years of marriage, the Thayers walked almost
1448 kilometers across the Sahara Desert to study the customs of
the people who live there. Now in her seventies, Thayer keeps on
planning trips for the future.
Thayer, born in New Zealand, (2. explore) the outdoors for most of
her life. Since childhood, she (3. travel) widely in harsh climates
and across rough lands. She (4. walk) to the North Pole with her
dog as her only companion. She also (5. kayak) 3541 kilometers
down the Amazon, and (do) several mountain climbs. These trips
(6. be) easy, but they (7. be) very satisfying.
In recent years, Thayer (talk) to groups around the world. She (8.
continue) to travel and bring back stories to share with both children
and adults. Thayer hopes to inspire people to follow their passions
and fulll their dreams. What is her advice? Set goals, plan for
success, and never give up.
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8.5
Speaking Skills
8.5.1 Discussion on health issues
ʯ Activity 8.13 Discuss the following questions
in groups.
1. How many types of infectious diseases do you know?
How, do you think, they are transmitted from person to
another?
2. What do you think people should do to prevent these
diseases? In pairs, practice a role play of a doctor and a
patient. Improvise it further by adding your own ideas with
the help of the
given expressions in the table.
Dialogue
Doctor: And how do you feel in your stomach?
Patient: My stomach is cramping and I’m very nauseous; I vomit
when I eat or drink anything.
Doctor: OK, I’m going to check your temperature and your
pulse. You may need an antibiotic if you have an
infection.
Patient: Would you please give me something for the pain, my
whole body is sore and my head is aching too.
Doctor: Yes, I will prescribe something for the pain now.
Patient: Thank you.
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Illness expressions
Doctor’s Questions and Answers to
Patient
• feel ill, sick
• have a temperature
• have a pain in your back,
chest, waist, arm, shoulder
• have a headache
• feel weak
• feel dizzy
• suer from stomach
cramps
• have a black eye
• have a swollen, sprained
ankle, wrist, foot
• (go to) see a doctor
• examine a patient
• take, feel your pulse
• take, measure your
temperature
• diagnose an illness, disease
• diagnose a condition,
disorder
• prescribe medicine
• make up a prescription
• What’s the matter? Where’s the
pain? What do you complain of?
• Have you taken your temperature?
• For how long have you been
feeling ill?
• Take your clothes o. I’ll examine
you. Let me take your pulse,
please.
• I’ll measure your blood pressure.
• Your blood pressure is rather high.
Your blood pressure is too low.
• Let me sound your back. Take a
deep breath. I’ll check your lungs.
• Have you been injured?
• Don’t worry. There’s no serious
problem.
• I don’t think it’s too serious.
• You’ve got to be vaccinated
against tetanus.
• You must stay in bed and take this
medicine three times a day, after
meals.
Source: https://www.myenglishteacher.eu/blog/
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8.5.2 Identication and classication of diseases
ʯ Activity 8.14 In groups, discuss the common
diseases in your local area and
answer the following questions.
1. Which of the diseases is killing people most?
2. What are the causes for the diseases?
3. What measures should be taken to alleviate the causes?
8.5.3 Speaking based on conditional sentence type 3
ʯ Activity 8.15 You are given a short story below.
Based on the story, ask questions
each other and provide answers
as in the examples given. Extend
the discussion by adding your
own questions and answers
related to the story.
The story
My friend called me last night. I was asleep at the time of the call. I still
heard that my phone was ringing but I couldn’t get up and pick it up. In
the morning, when I woke up I saw that my friend was online. We started
exchanging messages.
Example questions and answers
A: Why didn’t you return my call last night?
B: I would have returned your call last night if I hadn’t been asleep.
A: Why did you go to bed so early?
B: I wouldn’t have gone to bed so early if I hadn’t been tired.
A: What did you do to be tired?
B: I wouldn’t have been tired if I hadn’t been studying so much.
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A: Wow, why did you study so much?
B: __________________________________
A: _________________________________
B: _________________________________
8.6
Writing Skills
ʯ Activity 8.16 Write a short essay on one of
the communicable diseases in
your surroundings.
Include the following points in
your essay.
1. The communicable disease in your surroundings (e.g.
Diarrhea),
2. Who are aected more by the disease,
3. Symptoms of the disease,
4. Causes of the disease,
5. Prevention mechanisms experienced,
6. Your recommendations about preventions, and treatments
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At the end of this unit, learners are expected to:
Ҕ listen to a variety of texts with medium level understanding
and transfer information,
Ҕ interact in English in varied communication situations
with comprehensible grammar,
Ҕ appraise unity in diversity in Ethiopia,
Ҕ read medium level reading resources and comprehend
contents,
Ҕ guess meanings of words using context clues,
Ҕ extend their vocabulary using phrasal verbs,
Ҕ contrast the forms and functions of the present perfect and
simple past tenses,
Ҕ participate in conversation based on the ideas in the
reading passage,
Ҕ integrate ideas from the reading passage to writing, and
Ҕ write descriptive essays.
Unit
9. Fairness and Equity
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9.1
Listening Skills
Cultural Diversity, Human Rights
and Democratic Governance
Cultural diversity
ʯ Activity 9.1 Before you listen to the listening
text, look at the above picture
and answer the following
questions individually, and
share your answers with your
group.
1. What do you know about cultural diversity, human rights
and democracy?
2. How do you think cultural diversity, human rights and
democracy can be practiced in Ethiopia eectively?
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ʯ Activity 9.2 Listen to your teacher’s reading or
recorded audio about cultural
diversity, human rights and
democracy. Then, complete the
following blank spaces.
1. All rights and freedoms have a cultural dimension that
contributes to their _____________.
2. It is precisely this dimension that forms the link between
the individual, _______________and ______________.
3. Human rights are universal because they ______________
all of humanity.
4. An enabler of dialogue and mutual enrichment include
_________, ________, _________and ___________.
5. Democratic governance presupposes forms of government
and modes of ________________.
ʯ Activity 9.3 Answer the following questions.
1. What does human rights constitute?
2. What are the benets of cultural diversity to the national
development?
3. Write a paragraph about the importance and challenges of
human rights and freedoms
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9.2
Reading Skills
ʯ Activity 9.4 Before you read the passage,
answer the following questions.
Share your answers with your
partner.
1. What do you know about justice system?
2. How do you dierentiate equality and equity?
3. Study the following words. They are important for you to
understand the reading passage.
verdict jury fair
Equality, Equity and Justice
1. Equality aims to ensure that everyone gets the same things in
order to enjoy full, healthy lives. On the other hand, equity
involves trying to understand and give people what they
need to enjoy healthy lives. Sometimes, these terms are used
in an interchangeable manner, which leads to confusion. For
example, like equity, equality also aims to promote fairness
and justice, but it can only work if everyone starts from
the same place and needs the same things. There exists a
thin layer of similarity in purpose but different approach
has to be applied for fair results. One might think both are
pretty much the same but in actuality, they are very different
concepts that cannot be accurately explained by a simple
definition. Justice is the collective responsibility of a free
and just society, to ensure that civil and human rights are
preserved and protected for each individual regardless of
gender, race, ethnicity, nation of origin, sexual orientation,
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class, physical or mental ability, and age. It can be considered
as a scheme of law in which every person receives his/her
due from the system, including all rights, both natural and
legal.
2. It is good to understand the difference between equity
and equality as it helps us to recognize and respond to the
differences. Let us analyze it on the basis of few examples:
Should per student funding at every school be exactly the same?
If we evaluate it, we find that it is the question under the
domain of Equality. Here, we make sure that all the students
have equal access to resources which is an important goal.
All the students should have the resources necessary for a
high-quality education.
3. But if we go deeper, we see another question arising. That is,
should the students who come from less get more in order to ensure
that they can catch up?
It is the question of equity where it is
sensed that the students who are furthest behind (most often
low-income students and students of color) require more of
those resources to catch up, succeed, and eventually, close
the achievement gap.
4. And on the resulting ground, we come to a conclusion
to these questions that giving the students who come to
school lagging academically (because of factors outside of
a school’s control) the exact same resources as students in
higher income schools alone will not close the achievement
gap. But making sure that low-income students and students
of color have access to exceptional teachers and that their
schools have the funding to provide them with the kind of
high-quality education they need to succeed will continue
us on the path towards narrowing that gap.
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5. If we look at another example about the runners sprinting
around an oval track during a competition, through this
concept of equality we should treat the runners in exactly
the same way, ensuring that they all start at the same place
on the track. On the surface, this seems fair. But we know
that runners in the inside lanes have a distinct advantage
over runners in the outer lanes because the distance they
have to travel is shorter. As a result, equality — starting at
the same place — doesn’t result in fairness. The concept
of equity, in contrast, would lead us to stagger the starting
positions of the runners in order to offset the disadvantages
facing those in the outer lanes. In this case, different or
tailored treatment is a surer path to fairness and justice than
the same treatment
.
John Rawls says justice is of central
importance in political practice and theory. In defending or
opposing laws, public policies and administrative decisions
of governments, appeals are made to notices of justice.
Justice is also invoked in social and political movements,
civil- disobedience and opposition campaigns. Thus, the civil
rights or civil liberties movements are essential movements
for justice. While a decent or good society or polity must
have several virtues, according to a widespread view justice
is the first of them. But the real question is how many are
following the path of justice. We live in a materialistic
world, where ethics, laws and order etc. are less cared
about. Everything can be purchased with money even love
and respect. People generally measure others on the scale
of richness
, “the richer a person is, the more will be his love and
respect in the society’’ and vice-versa.
Confucius once said
, “In
a country well governed, poverty is something to be ashamed of.
In a country badly governed, wealth is something to be ashamed
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of”.
People with lack of money suffer everywhere; they not
only struggle for their survival but also find it hard to earn
respect in the society. Being poor is a curse, people with no
money end up doing low paid jobs with no bright future. We
can see examples of many domestic workers who work hard
day and night in the same household throughout their life.
6. Justice, we see, manifests itself through the channels that
society set up. Setting these channels involve laws that are
set down by the founders and later rulers of the society. In
theory, this is done by a person or group of people selected
by the community and with inputs from the community
regarding what issues are important. In practice, though,
laws are often created by rulers without the input of the
people or without certain situations in mind. This is when
the principles of justice and fairness come in. Though there
are a lot of ways but in many ways the best way to practice
fairness and justice that has been found so far is the court
system. For example: When a crime has been allegedly
committed under the law, the perpetrator is allowed a trial by
jury. The jury is constructed of people from the community
who have no interest or previous disposition in the case.
Thus, the jury is theoretically fair. The defendant and the
accuser both have their chances to present their reasons for
why a certain verdict should be given. It is not only the job
of the jury to discern what events took place and whether
they are illegal, but also whether the law is justly applied
to the current case. In theory, the jury (given true evidence)
will decide what is best for the community in the particular
case.
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7. To conclude, I quote Mahatma Gandhi:
” peace will not come
out of a clash of arms but out of justice lived and done by unarmed
nations in the face of odds”.
We are the ones responsible
for our world. Change from us can ultimately change our
societies for better. We must advocate to the people about
“equality, equity & justice, educate them about their rights
and encourage them to treat others fairly, equally and nicely.
That is how we will end up creating a beautiful society for
our future generations
.
Adapted from, Kumar, S. 2017: Equality, Equity and Justice
ʯ Activity 9.5 Read the passage carefully and
decide whether each of the
statements below is ‘true’ or ‘
false’ based on the information
in the passage.
1. Using the terms equality and equity interchangeably could
create confusion.
2. Justice can be understood as a legal system, in which every
person receives his/her due from the system, including all
rights.
3. Usually laws are created by rulers without considering
their people’s opinions or reections.
4. For equity reasons, students who come from low social
status must not get more resources than other students.
5. Equality can be granted through creating equal access to
resources to every individual regardless of race and social
class dierences.
6. According to the writer, important values such as ethics,
laws and order are degraded and only money drives almost
everything.
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7. The best way to practice fairness and justice that has been
found so far is the court system.
8. The jury is responsible for identifying the type of event and
its legality and the appropriateness of the law for the case.
9. Justice does not require social and political movements,
civil- disobedience and opposition campaigns.
10. Stable and peaceful society can be created through
teaching the people about equity, equality and justice.
ʯ Activity 9.6 Read the passage carefully and
give answers with complete
sentences to the following
questions.
1. What kinds of movements are essential for justice?
2. According to the passage, how do people measure others?
3. Theoretically, what role does the jury have for the society?
4. According to the passage, what makes the poor suer
everywhere in the world?
5. According to the passage, how can we create a successful
society?
6. The writer noted that in this material world where money
governs most of the things maintaining justice becomes
dicult not impossible. Do you agree or disagree? Justify
your answers.
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9.2.1 Vocabulary Development
ʯ Activity 9.7 Based on their contexts used in
the reading passage, nd the
meanings of the following
words given below.
A. Vocabulary taken from the reading passage
1. scheme (paragraph 1, line 18)
2. allegedly ( paragraph 6, line 12)
3. domain (paragraph 2, line 6)
4. polity (paragraph 5, line 16)
5. invoked (paragraph 5, line 18)
6. sprinting (paragraph 5, line 1)
7. stagger (paragraph 5, line 10)
8. discern (paragraph 6, line 19)
9. curse (paragraph 5, line 34)
10. perpetrator (paragraph 6, line 13)
B. Phrasal Verbs
ʯ Activity 9.8 Match the phrasal verbs in the
sentences under Colum A with
the meanings in Colum B.
A B
1
You should count on yourself to improve
your English.
a reduced
2
Ayele, would you please count up the
number of tickets sold?
b
deleted from
list
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3
The police always crack down on drink-
driving oences over the Christmas
period.
c depend on/rely
4
She crossed him o her Christmas card
list after they argued.
d
reduce/
onsume less
5
The rm cut back production because
sales were slow.
e made mistake
6
I’m trying to cut down the amount of
coee I drink during the day.
f
use more
authority
g add
h ask
9.3
Grammar
Simple Past and Present Perfect
Tenses
In Unit 8, you were introduced with the present perfect tense.
Discuss the positive, negative and question forms of the present
perfect tense and its forms with your partner. In this Unit, you
will learn about the form and functions of present perfect tense in
comparison with the simple past tense. As an introduction to the
tenses, read the following dialogue.
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ʯ Activity 9.9 Read the following dialogue and
look at how the present perfect
and the simple past tenses are
used in a partner’s e-mail. Ask
and answer questions about
each other’s passion.
Dialogue
A: So, you’ve been playing the ute ever since you were a child. I
didn’t know that.
B: Yeah. I’ve always loved it.
A: Have you always wanted to play in an orchestra?
B: No. At rst, I wanted to be a music teacher.
The above short dialogue consists of simple past (were, didn’t know,
wanted) and present perfect (have loved, have wanted) tenses used
in positive, negative and question forms.
9.3.1 Forms of the Simple past tense
Positive sentences
1 He played football with his friends.
2 He cut his nger when he chopped the onion.
3 They ate their dinner together.
4 The student studied his lessons very well.
The verbs in bold in the examples are simple past tenses. Three of
the verbs (played, chopped and studied) are regular verbs, while
two of them (cut and ate) are irregular verbs. You learned about
regular and irregular verbs in Unit 8. Can you explain it to your
partner?
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Negative sentences
The negative forms of simple past verbs are developed using the
verb did+ not + the innitive form of the verbs.
Examples
1 He did not (didn’t) play football with his friends.
2 He did not (didn’t) cut his nger when he chopped the onion.
3 They did not (didn’t) eat their dinner together.
4 The student did not (didn’t) study his lessons very well.
Questions
The question form of the simple past tense is did (didn’t)+ subject+
the innitive form of the verbs….
Examples
1 Did (Didn’t) he play football with his friends?
2 Did (Didn’t) he cut his nger when he chopped the onion?
3 Did (Didn’t) they eat their dinner together?
4 Did (Didn’t) the student study his lessons very well?
Simple past verbs help us express actions which were done in the
past. Therefore, all the actions in the examples given above indicate
actions that were done in the past.
ʯ Activity 9.10 Give the correct simple past forms
of the verbs given in brackets in
the following sentences.
1. I (1. nish) my work last night.
2. When I (2. leave) school, I (3. cut) my hair ad (4. wear) it
short ever since.
3. I (5. enjoy) reading the book; it’s a nice story.
4. Did you (6. do) your homework?
5. I (7. be) in the stadium when you (8.call) me.
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ʯ Activity 9.11 Change the sentences given into
negative and question forms.
1. He wore his hair long when he was at school.
Negative: _____________________________________
Question: _____________________________________
2. My brother wrote several short stories.
Negative: _____________________________________
Question: _____________________________________
3. He smoked for two weeks. Now he is trying to give it up.
Negative: ______________________________________
Question: ______________________________________
4. She arrived with her mother yesterday.
Negative: ______________________________________
Question: ______________________________________
5. Zeberga read books when he was at school.
Negative: ______________________________________
Question: ______________________________________
9.3.2 The Present Perfect Tense
The following dialogue consists of the dierent forms (positive,
negative and questions) of the present perfect tense. We have
written the rst two in bold for you. Can you identify the rest?
Dialogue
Rahel: Have you nished that report yet?
Merhawit: No, I haven’t nished that report. I’m still
working on it. It should be ready by evening.
Rahel: Good. What about your presentation? Have you
prepared for it?
Merhawit: Yes, I’ve prepared for the presentation. I’ll make the
presentation to morrow morning.
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Rahel: Have you shown the draft to the manger?
Merhawit: Yes, I’ve shown it to him. He is impressed with what I’ve
done.
Rahel: I’m glad that you are well-prepared for the presentation.
All the best!
Merhawit: Thank you.
For you to remember the forms of the present perfect tense, read the
sentences in the Table below.
Forms of the Present Perfect Tense
Positive Negative Question
1. I have studied hard. 1. I haven’t studied
hard.
1. Have I studied
hard?
2. She has played
volleyball.
2. She hasn’t played
volleyball.
2. Has she played
volleyball?
3. They have come
back.
3. They haven’t come
back.
3. Have they
come back?
So far, you have learned about the present perfect and simple past
tenses. The two tenses have dierences. What are the dierences
between the present perfect and simple past tenses? In the following
Table, the dierences between the two tenses are presented. Read
each of the dierences carefully, and try to learn more from the
examples given.
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Present Perfect Past Simple
Unnished actions that started
in the past and continue to the
present
• I’ve known Julie for ten
years (and I still know her).
Finished actions
• I knew Julie for ten years (but
then she moved away and we
lost touch).
Shows a nished action
• My brother has been to
Asmara three times.
Shows a nished action
• My great-grandmother went to
Asmara three times.
A nished action with a result in
the present
• I’ve lost my keys! (The
result is that I can’t get into
my house now).
A nished action with no result in
the present
• I lost my keys yesterday. It was
terrible! (Now there is no result.
I got new keys yesterday).
With an unnished time phrase
(this week, this month, today)
• I’ve seen John this week.
With a nished time phrase (last
week, last month, yesterday)
• I saw John last week.
ʯ Activity 9.12 Use the present perfect or
simple past forms of the words
in parentheses to complete the
interview.
Sara: How long (1) have you been (you/be) a snake
catcher, Yalemwork?
Yalemwork: (2) (I / have) this job for over ten years.
Sara: When (3) (you/become) interested in snakes?
Yalemwork: When (4) (I/be) a kid, and (5) (snakes / fascinate) me
ever since then. When (6) (I/be) in middle school, (7)
(I/not read) much about any other subject. During my
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high school years, (8) (I/ often/volunteer) at the local
zoo, and then in college (9) (I/major) in her
petology—the study of reptiles.
Sara: And after college (10) (you / spend) a few years in Thailand.
Isn’t that right?
Yalemwork: Yes, I was working with Thai snake experts. (11) (I /
really enjoy) my time with them.
Sara: (12)(you /ever/ experience) any life-threatening
situations since you started working with snakes?
Yalemwork:: (13) (I / work) with many poisonous snakes
over the years, but (14) (only one / bite) me. That
was scary! Since that time, (15) (I / pay more
attention) to the snakes’ behavior.
Sara: Why do you love your job?
Yalemwork: (16) Because (I / be) able to live my childhood
dream.
ʯ Activity 9.13 Read Tefera’s diary and complete
with the verbs in brackets into
the simple past or the present
perfect tense.
Yesterday my grandfather _______ (1. tell) me about his adventures
and then I ______ (2. learn) a lot of things about him. He _________
(3. travel) to dierent cities since 1960. He ________ (4. already /
visit) Assela and Goba. He and my father _______ (5. know) Metu
in 1973. They _________ (6. already/be) to Semera for a month,
too. Exciting! I ________(7. not see) such nice places yet. Last year,
my mother _______ (8. want) to go on holidays to dierent regions
of the country but my father ________ (9. have) an accident in
May, so nally we ______ (10. cannot) leave. But my grandmother
_______ (11. just come) back from a short trip to the south.
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ʯ Activity 9.14 Choose the correct answer that
best completes the sentence.
1. Where _____________ last month?
a)
did he go b) he went c) has he gone
2. ____________ you ever ____________ a wild tiger?
a) Have -------seen b) Did.----- seen c) Did ------ see
3. I have studied English _________ ve years.
a) already b) since c) for
4. She has waited for you ___________ four o’clock.
a) since b) ever c) for
5. They haven’t studied for the exam ____________.
a) yet b) already c) just
9.4
Speaking Skills
ʯ Activity 9.15 In the following Table, the
causes, eects and ways of
preventing discrimination are
given. Discuss in groups based
on the notes given to you.
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Causes of
discrimination in
society
Eects of
discrimination on
society
Ways of preventing
discrimination
- age,
- disability,
- ethnicity,
- origin,
- political
belief,
- race,
- religion,
- sex or
gender,
- language,
- culture
unequal societies
experience
- social,
- environmental,
- economic,
- cultural,
- unity, problems
- Respect cultural and
racial dierences in
schools, workplaces and
communal activities
- Be good in conduct and
speech,
- Refuse to initiate,
participate, or condone
discrimination and
harassment,
- Avoid race-based or
culturally oensive talks,
humor or stories
ʯ Activity 9.16 In Ethiopia, there is a strong
belief (and policy is also
developed) that there should
not be any educational
discrimination among citizens.
Discuss with your partner how
discriminations associated with
the issues raised below are
prevented or can be prevented
in the country.
- ethnicity, - race
- nationality - economic condition
- age - disability and religion
- gender,
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ʯ Activity 9.17 In groups, choose any three hints
given and ask questions each
other in turns, and respond
using present perfect tense to
develop a story. The rst one,
although it can be extended
more, is done for you as an
example.
1. (travel you had)
A. Where have you traveled?
B. I have travelled to Gondar?
C. Why have you gone to Gondar?
D. I have gone to Gondar to visit the historical
Castles?
E. Have you had any information about the
Castles?
F. Yes, I have been informed by a friend.
G. What special things has your friend visited in
the Castle?
H. He has visited the ingenuous crafts of our
people in buildings.
I. _____________________________________
2. (sports you play)
3. (a place you have been)
4. (interesting food you have eaten)
5. (The greatest person whom you have met)
6. (the length of time you have studied English and your
ability in English)
7. (The most exciting think you have done this week)
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9.5
Writing Skills
9.5.1 Extended writing activity to the reading passage
ʯ Activity 9.18 Write a paragraph based on
the answers you give to the
following questions. Make sure
that the sentences are connected
logically and coherently.
1. How do you dene cultural diversity?
2. What benets can people get being aware of cultural
diversity?
3. What challenges or disadvantages do you face from
cultural diversity?
9.5.2 Descriptive essay using the present perfect tense
ʯ Activity 9.19 The following paragraph is a
short story developed using
present perfect tense. Following
the example paragraph, you
will develop your own parallel
paragraph based on the
information given to you.
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Merhawit has just walked outside with her grandmother. She wears
an apron. So far, she has nished cleaning and washing. She has
also gathered seeds and crumbs. Now Merhawit and Grandmother
are outside. Merhawit has just dropped some seeds on the ground to
feed the birds. The birds have not come yet. Recently, Grandmother
has moved in with Merhawit’s family. She now enjoys living with
them. Grandmother has already sat down on the bench. She also
wears an apron. She has just nished cooking.
Adapted from www.really-learn-english.com
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Information
■ Jemila lives in Semera (Afar Region)
■ Her grandchildren live in Dire Dawa
■ Her grandchildren lived in Dire Dawa for three years
■ Jemila and her grandchildren did not meet for three years
■ They talk on the phone
■ They email each other
■ They share pictures
■ Jemila knits scarves and blankets to send to her grandchildren
■ She has knitted two large blankets and a scarf
ʯ Activity 9.20 Write a descriptive essay about
your community (i.e. in your
hometown or village)
Everyone belongs to many dierent communities and/or groups
dened by (among other things) shared geography, religion,
ethnicity, income, cuisine, and others. Choose one of the
communities to which you belong, and describe that community
and your place within it.
Add the following points in your essay as an example.
1. Description of where your community is,
2. How many people there are (approximate),
3. Livelihood,
4. Religion and ethnicity,
5. Natural and/or man-made heritages available, and
6. Others.
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At the end of this unit, learners are expected to:
Ҕ listen to a variety of texts with medium level understanding
and transfer information,
Ҕ interact in English in varied communication situations
with comprehensible grammar,
Ҕ create awareness about the uses of computer and the
internet,
Ҕ read medium level reading resources and comprehend
contents,
Ҕ guess meanings of words using context clues,
Ҕ extend their vocabulary using phrasal verbs,
Ҕ review about tenses,
Ҕ participate in conversation based on the ideas in the
reading passage, and
Ҕ write desriptive or expository essays.
Unit
10. The Internet
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The internet
ʯ Activity 10.1 Before you listen to the passage,
look at the above picture and
answer the following questions
individually, and share your
answers with your partner.
1.
What do you know about Internet technology?
2. What changes does Internet bring to your life?
ʯ Activity 10.2 Listen to the passage and complete
the following sentences.
1.
The internet has reshaped and redened most traditional
communications media including _________, _________,
_________ and ___________.
2.
The Internet accelerated new forms of human interactions
through instant messaging, __________ and __________.
3.
Business-to-business and nancial services on the Internet
aect supply chains across ________________.
10.1
Listening Skills
§Listening Skills
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4.
An international network resulted in its __________and
_______ into virtually every aspect of modern human life.
5.
Nearly a third of the Earth’s population uses the services
of___________.
surng advent software
you to understand the reading passage.
3.
Study the following words, which may be important for
and the internet.
Discuss the advantages and disadvantages of computers2.
1.
What do you know about computers and the Internet?
group.
Share
your
answers
to
your
answer the following questions.
ʯ
Activity
10.4
Before
you
read
the
passage,
10.2
Reading Skills
3.
Write the summary of the advantages of the Internet..
people’s interaction.
2.
Write sentences about the impact of the Internet on
lives.
1.
Discuss with your partner how the Internet aects people’s
ʯ
Activity 10.3 Answer the following questions.
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The roles of computers and Internet in our lives
Computer and the Internet
1. Computer is perhaps the most controversial inventions of
the 20th century. Ever since Bill Gates made it a household
name, people have been debating over its merits and
demerits. Most students would agree that the computer is
the greatest invention on earth because it has opened up a
vast store of easily available information for them. At a click
of the mouse they get to learn all the things that help them
to keep abreast with today’s fast moving world. However,
for each positive aspect of the computer there is an equal or
more negative counter point.
2. Worksheets are the days of vigorous handwriting practice.
The computer has come as a blessing for students who can
now submit their assignments in neat and legible sheets.
They can loop up any information to put together their
projects and use various software applications to present
them in an impressive manner. Colored graphs and diagrams
can be inserted, there is very little scope of spelling errors
and even grammatical mistakes are done away with.
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3. Knowledge increases with its spread and anyone who wants
to spread his thoughts and knowledge can put it on the
internet. It is available to the world and research students no
longer need to labor through piles and piles of manuscripts.
Universities can be contacted, websites can be consulted
and even queries are answered through the
internet
. All
these save them a lot of time, labour, as well as money. For
those who want to discuss, there are numerous e-forums and
conferences that they can log onto. They can always indulge
in a healthy interaction with other literary enthusiasts.
4. As computers become increasingly pervasive into our lives,
an increasing number of people are facing problems on
the domestic front because of computers and the internet.
Individuals are spending hours on end chatting or surfing
on the net, but they do not have time for the other members
in the family. Each one is becoming less communicative
and more dependent on the computer. Children, especially
of the advanced and more developed countries are known to
spend 20 hours a week playing computer games.
5. Alternately, computers are helping to build up a global family
instead of narrow groups based on community and caste.
The different groups that can be found on social networks
are witness to the growing popularity on ‘international
communities’.
6. In a very short time people can be brought together, to
protest against some wrong, to fight for some right or garner
support for someone. As people become increasingly aware
of what is going on in the world, more and more people
are involving themselves in the service of other. There are
doctors who can be consulted online, lawyers who clarify
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legal points and teachers who help students with their
assignments. There are net cafes that allow people to play
online video games – most of which show a lot of violence
and aggressiveness.
7. Children, who spend a substantial time playing these games,
believe that such violence is the accepted behaviour in
life too. If on the other hand playing of video games can
be restricted and supervised, children can develop better
reaction time, visual activity and dexterity. Is it not amazing
to know that a child sitting in the US may be playing a game
with a child in Japan, or Australia? This international level
of activity, excludes a lot of negative prejudices allowing
the child to develop into a world citizen. However, the child
can very easily get in touch with negative groups also.
8. Sadly, the advent of computers and the internet has rung
the death knell on a lot of habits that are essential for the
development of a good character. Reading is one such
habit that is fast dying. Be it the daily newspaper or a work
of fiction, the practice of group reading is decreasing.
Communicative skills are deteriorating and health too is
suffering because of the long hours spent sitting in front
of the computer. It depends on our wisely making use of a
computer to turn it into a boon instead of a bane for us.
Taken from: https://www.mykidsway.com/essays/essay-on-role-of-
computers-and-internet-in-our-lives/
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ʯ A
ctivity 10.5 Read the passage carefully and
decide whether each statement
is ‘true’ or ‘false’ based on the
information in the passage. Give
evidences in the passage for
your ‘true’ or ‘false’ answers.
1.
Computers help students use various software applications
for presenting their projects in an impressive manner.
2.
For every positive aspect of the computer, there is an equal
or more negative counterpart.
3.
Exchange of ideas and new thoughts become facilitated
because of the Internet and technology.
4.
These days, computers are not creating a global family
instead they are creating narrow groups based on
community or ethnicity.
5.
Because of computers, only limited spelling errors and
grammatical mistakes occur.
6.
Many people face problems on their private lives because
of computers and the Internet
7.
Because of horror games in computers, children accept
violence as a normal behavior.
8.
Reading habits don’t seem to decline because of the
Internet.
9. As people become increasingly aware of what is going on
in the world, more and more people involve themselves in
the service of others.
10.
It seems good for the Internet to allow more people to
play online video games but most of the time it shows
violence and aggressiveness.
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boon (paragraph 8, line 9)10.
9.
deteriorating (paragraph 8, line 6)
dexterity (paragraph 7, line 5)8.
7.
garner (paragraph 6, line 2)
caste (paragraph 5, line 2)6.
5.
pervasive (paragraph 4, line 1)
scope (paragraph 2, line 7)4.
3.
legible (paragraph 2, line 3)
vigorous (paragraph 2, line 1)2.
1.
counter (paragraph 1, line 10)
passage.
contexts
used
in
the
reading
following
words
based
on
their
ʯ
Activity
10.7
Find
the
meanings
of
the
10.3.1
Words taken from the reading passage
10.3
Vocabulary Development
communicative behavior of students?
5.
How does the Internet decrease the reading and
The word ‘these’ in paragraph 3, line 7 refers to ________.4.
3.
State the main idea of paragraph 1.
Internet.
2.
Write at least two disadvantages of computers and the
Internet.
1.
Write at least two advantages of computers and the
questions.
give
answers
to
the
following
ʯ
Activity
10.6
Read
the
passage
carefully
and
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10.3.2
Phrasal Verbs
ʯ Activity 10.8 Select the appropriate particle
from the list below to complete
each of the phrasal verbs used
in the sentences. In groups,
guess the meanings of the
phrasal verbs from the context
they are used in. Then, consult
your dictionary and check your
meanings against the dictionary
meanings given.
without with o out
away with over down (on) up
1.
If you want to lose weight, you have to cut ____ the
amount of food you consume.
2.
Zinash cut ____ the piece of meat into small pieces for her
younger brother.
3.
The doctor told him to cut _____ salt as his blood pressure
was a little high.
4.
My phone call was cut _________ before I could get the
information.
5. He had to cut _______ smoking in order to be prepared for
the marathon.
6. With a little practice, you can cut ______ a whole chicken
yourself for frying.
7.
A number of people have been employed to deal ______
the backlog of work.
8.
Many countries did ______ death penalty many years ago.
9.
I will do it _________ because my rst attempt was not
successful.
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10.
There is no sugar, so I will have to do it ___________.
11.
I dozed ______ while I was reading because I slept only
few hours last night.
12. It is not customary for men to dress ______ as women,
and women as men.
13. His hand was cut _______ in the accident.
14.
Why did you dress ________ the table like this?
15. She dozed _________ in front of the re.
10.4
Grammar
Simple Past, Past Continuous,
Present Perfect and Present Perfect
Continuous Tenses
In the grammar lessons of the dierent units you learned, you were
introduced with simple past, past continuous, present perfect and
present perfect continuous tenses. So, this unit is a revision unit
that helps you recapitulate the lessons about tenses. You will learn
about the tenses more in the dierent activities you will do.
ʯ Activity 10.9 Discuss each of the tenses below
in groups focusing on their
positive, negative and question
forms and their meanings.
1.
The simple past
2.
The past continuous tense
3.
The present perfect tense
4.
The present perfect continuous tense.
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For you to remember your past lessons, we have summarized the
forms and functions of the tenses in the following Table.
Tense
Positive
form
Negative
form
Question
form
Function
Simple
past
I played
basketball
yesterday.
I didn’t play
basketball
yesterday.
Did
(Didn’t)
I play
basketball
yesterday?
The speaker did
the action in the
past, yesterday.
Past
progressive
I was
playing
basketball
the whole
evening
I was not
(wasn’t)
playing
basketball
the whole
evening.
Was
(Wasn’t)
I playing
basketball
the whole
evening?
The speaker
was playing
basketball for a
longer time in
the past.
Present
perfect
I have
played
basketball.
I haven’t
played
basketball.
Have
(Haven’t)
I played
basketball?
The speaker
tells about
his playing
basketball,
which he did in
the past.
Present
perfect
continuous
I have been
playing
basketball
for three
hours.
I haven’t
been playing
basketball
for three
hours.
Have
(Haven’t)
I been
playing
basketball
for three
hours?
I started playing
basketball three
hours ago, but
I continued
playing it until
now.
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ʯ Activity 10.10 Write the correct forms of
the verbs in brackets in the
following short dialogue.
Shambel: So tell me, why (1) _______ (you / take) the Limalimo
bus from Gondar to Addis Ababa.
Destaw: Because it was my dream to ride the Limalimo Bus. It was
something (2) ______ (I / always / want) to do.
Shambel: How long (3) ___________ (the trip / take)?
Destaw: It’s only a day. By the time the Bus arrived at Addis Ababa’s
Bus station, (4) (I / travel) ________ 777 kilometers.
ʯ Activity 10.11 Complete the paragraph by
select the correct form of each
verb in parentheses and write
your answers in the spaces
provided below.
I (1) ______ (have) a terrible car accident when I was sixteen. I (2)
______ (lose) a leg. As an athlete, this was especially devastating. I
(3) ______ (be) a gymnast from the age of eight, and I (4) ______
(win) three national competitions. It (5) _____ (take) me a lot of
time to recover, and I (6) ______ (not think) about competing
again. Then, one of my coaches (7) _______ (tell) me about the
Paralympics and (8)_______ (suggest) that I train for swimming. I
could do that with only one leg. I (9) ______ (always / want) to be
in the Olympics. In fact, I (10) ______ (train) for the Olympics at
the time of my accident. So I (11) ______ (listen) to my coach and
(12) _______ (start) swimming. I (13) ______ (swim) ever since
that day and I love it. I (14) ______ (win) several competitions.
Lately, I (15) _____ (train) for the next Paralympics. I hope to win
a medal!
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ʯ Activity 10.12 Underline the verbs used in
this story, tell what tenses the
verbs are and discuss in groups
what the writer wants to say by
adding the verb tenses.
Achieving a Goal
About a year ago, I was watching the Olympics, and I decided that I
wanted to become a runner. I knew I should set an achievable goal,
so I decided to train for a 5K race. My parents were surprised when
I told them about my goal, because I had never been interested in
running before. In fact, I had never run more than a mile, and I had
always been very slow. My friends thought I was joking. Everyone
assumed that I would quit after a week.
Fortunately, I proved them all wrong. I did two things to achieve
my goal. First, I went online and researched a good training plan. I
found a website that helps me plan workouts. I start by walking, and
then I gradually start running. After that, I joined a local running
group. We ran in the park twice a week, and I made friends who had
also decided to run a 5K.
Three months later, I achieved my goal: I ran in my rst race. I
didn’t win, but I ran the whole way, so I was proud of myself. Since
then, I have run in several races. I have also started training for a
longer run. My next goal is to run in a 10K race. My friends have
stopped laughing at me, and a few of them have even asked me to
help them start.
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ʯ Activity 10.13 Put the verb into the more
suitable form. The rst one is
done for you as an example.
1. Where have you been? (you/play) tennis?
Have you been playing tennis?
2. Look! (somebody/break) that window.
3. You look tired. (you/work) hard?
4. ‘(you/ever/work) in a factory?’ ‘No, never.’
5. ‘Liz is away on holiday.’ ‘Is she? Where (she/go)?’
6. My brother is an actor. (he/appear) in several lms.
7. ‘Sorry I’m late.’ ‘That’s all right. (I/not/wait) long.’
8. ‘Is it still raining?’ ‘No, (it/stop).’
9. (I/lose) my phone. (you/see) it anywhere?
10. (I/read) the book you lent me, but (I/not/nish) it yet. It’s
very interesting.
ʯ Activity 10.14 Develop your own sentences
on simplepast, past continuous,
present perfect, and present
perfect continuous tenses. Write
two sentences in each tense and
discuss them in groups.
1. Simple past
a) ____________________________________________.
b) ___________________________________________.
2. Past continuous tense
3. Present perfect tense
4. Present perfect continuous tense
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10.5
Speaking Activity
ʯ Activity 10.15 The social media status of
Ethiopia in 2021 is as shown
in the Table below. In your
groups, express your opinions
in answering the following
questions.
1.
How do you see the status of use of the social media in
each of the media stated?
2. What should the social media do to benet the Ethiopian
people?
3. What do you think you can contribute for the social media
to provide genuine information?
4.
How do you evaluate the extent of internet use in Ethiopia?
5.
What is the importance of internet application in Ethiopia?
6.
What should be done to improve its use in the country?
The Social Media Status of Ethiopia, 2021
Social media %
Twitter 39.38
Facebook 37.34
YouTube 10.74
Taken from, https://internetysociety.org
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Notes: Phrases that can help you express
opinions
Phrases
used to
express
opinion
Asking for opinion Agreement Disagreement
I think…
I believe…
I feel…
In my
opinion…
I would
say…
What do you think
of…?
What are your
thoughts on…?
How do you feel
about…? and
What’s your opinion
on…?
So do I.
Me too.
Denitely.
I agree. or
I couldn’t
agree more.
I disagree!
I don’t agree.
I’m not sure I agree
with you on…
I’m sorry but I
don’t agree.
I’m afraid I
disagree.
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10.6
Writing Activity
ʯ Activity 10.16 Write an essay about the uses
of the internet based on the
information in the diagram. A
sample essay is given to you.
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Sample Essay: Importance of the Internet
The last few years have witnessed heavy reliance on the internet.
This has been because of multiple advantages that it has to oer
– for instance reducing the work stress and changing the face of
communication most importantly. If we take the current scenario,
we cannot ignore how important the Internet is in our everyday
lives. It is now indeed a challenging task to visualize a world
without the internet.
One may dene the internet as a large library composed of stu like
– records, pictures, websites, and pieces of information. Another
sector in which the internet has an undeniably important role to
play is in the eld of communication. Without access to the internet,
the ability to share thoughts to share thoughts and ideas across the
globe would have also been just a dream.
ʯ Activity 10.17 Write sentence-level polite
agreements or disagreement to
the following statements rst,
and then write paragraphs on
any two of the statements.
1. Internet-use is important to our country. I think it is
important _________
2. Many people are using the social media dishonestly. In my
opinion, ________________.
3. I feel like that we are not doing enough to our country. If
you ask me, _________________.
4. I believe that we should depend less on technology. We
should be creative, ____________________.
5. In my experience, men tend to be more immature than
women of the same age. I think, ___________________.
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ʯ Activity 10.18 Write an opinion essay agreeing
or disagreeing on one of the
following topics following the
example short paragraphs
below.
1. I think we can combat climate change by growing trees.
2. I think the computer was the best invention. There’s no
question about it.
Example paragraphs of polite agreement and disagreement to the
statement the dierent regions of Ethiopia have best staple foods.
Polite agreement
In my opinion, the dierent regions of Ethiopia have special staple
foods that are delicious. For instance, the Tuhlo in Adigrat and the
Kocho in Gurage are delicious foods. When one eats the kocho with
chopped up meat called kitfo locally, he/she may think that there is
no equal food stu to it anywhere. Tuhlo has also very good taste
and its food service tradition is special which is really very much
attractive. Fish desserts in Arba Minch, the mitin shiro in dierent
regions and the chicken stew are all delicious food stus everyone
enjoys to eat. So, I feel that we have variety of delicious food stus
which are much enjoyable in Ethiopia.
Polite disagreement
The dierent cultural foods in Ethiopia may be enjoyable to many
Ethiopians. But, I think the staple foods may not be delicious to
tourists who haven’t experienced such kinds of food stus. Tourists
who come from dierent corners of the world may have experienced
dierent cultural foods of their own. To such kind of people, eating
new food stus may not be easy. So, catering them with other
choices seems mandatory.
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