English for Ethiopia

Teacher’s
Guide
Grade 3
Writers: Alamirew Gebremariam, PhD
Mekasha Kassaye, PhD
Content Editor Geremew Lemu, PhD

Adapted By: Kenenisa Beressa

Editor : Anteneh Tsegaye, PhD

Evaluator : Barnabas Debelo

Designer: Tadesse Dinku

Oromia
Education
Bureau
Acknowledgments
This newly prepared English Curricular Materials for Grade 1 to 8 were prepared by the
Ministry of Education of the FDRE on the behalf of educational bureaus of regional states in
Ethiopia to own common national minimum learning competencies in English as a foreign
language for Ethiopian school children and share similar elementary school English language
syllabi and a common English language pedagogical approach and methodological principles
and techniques to address core national priorities and meet requirements of English for
Ethiopia.
Given the mandate of Oromia Education Bureau ( BBO) in managing and administering the
curricular and instructional matters of primary school structure in the regional state, the Bureau
adapted the nationally prepared English curricular materials to meet the contextual and
cultural background of students in Oromia with focus on inclusiveness, sensitivity to diversity
and instructional friendliness to promote active learning and easy students’ engagements in
activities designed. In sum, the purpose of the adaptation of the nationally prepared English
curricular materials at Oromia Educational Bureau is to excel instructional effectiveness and
make students’ learning participatory through contextualizing contents and activities close to
students’ experience while meeting national minimum learning competencies and syllabi
requirements in teaching English at Elementary schools in Ethiopia.
First, Oromia Educational Bureau sincerely acknowledges the efforts of the Ministry of
Education of the FDRE and the four center of excellence of higher education institutions in
preparing the English curricular materials at the national level and provides the documents for
adaptations at regional levels. More specifically, BBO appreciates the efforts of those involved
in writing the curricular documents, validating the materials and managing the whole process
in designing, production and making the students’ book and teacher’s guide ready for the
adaptation process. It is also significant to specifically mention the endeavor of Hawassa
University in coordinating and managing the rigorous and challenging tasks in making the
production of the materials and deliverable to Oromia Educational Bureau. The Bureau
appreciates the professional commitments of all involved in the production of English
curricular materials and the validation processes at national level.
Second, BBO also strongly recognizes ELT professionals who adapted the prepared English
Curricular Materials to fit the learning situations of students in Oromia by contextualizing
contents and activities while keeping the national minimum learning competencies and syllabi
requirements in very short schedule and difficult times. Each grade level materials adaptors
and language editors did a significant work to make the adaptations of the materials a reality
while executing their regular institutional commitments. BBO gives credit to these
professionals for their kindness for the children of Oromia to excel in their educational
initiatives. More interestingly, these professionals adapted the materials with full
commitments and often as if they were a full time employees and with command from the
Bureau in difficult and urgent times without complaints. Also, the Bureau appreciates
materials designers and illustrators who were professionally engaged and personally
committed to make the materials ready for teachers and students. Finally, BBO recognizes the
efforts of its coordinating team and facilitating personnel for the success of making these
materials available for the children and teachers in Oromia schools.
Contents
Editor : Anteneh Tsegaye, PhD..........................................................................1
Designer: Tadesse Dinku....................................................................................1
UNIT ONE.....................................................................................................................1
MY SCHOOL................................................................................................................1
Unit Learning Outcomes.......................................................................................1
SECTION 1: LISTENING.......................................................................................1
SECTION 2: SPEAKING.........................................................................................6
SE CT ION 3 : RE ADING..............................................................................................9
SECTION 4: VOCABULARY...............................................................................10
SECTION 5: GRAMMAR......................................................................................12
SECTION 6: WRITING..........................................................................................12
UNIT TWO..................................................................................................................14
THE MONTHS OF THE YEAR.................................................................................14
Unit Learning Outcomes.....................................................................................14
SECTION 1: LISTENING......................................................................................14
SECTION 2: SPEAKING.......................................................................................16
SECTION 3: READING.........................................................................................16
SECTION 4: VOCABULARY...............................................................................18
SECTION 5: GRAMMAR......................................................................................19
SECTION 6: WRITING..........................................................................................20
UNIT THREE..............................................................................................................21
CLEAN SURROUNDING..........................................................................................21
Unit Learning Outcomes.....................................................................................21
SECTION 1: LISTENING......................................................................................21
SECTION 2: SPEAKING.......................................................................................23
SECTION 3: READING.........................................................................................24
SECTION 4: VOCABULARY...............................................................................25
SECTION 5: GRAMMAR......................................................................................26
UNIT FOUR:...............................................................................................................29
THE TRAFFIC SIGNS................................................................................................29
Unit Learning Outcomes.....................................................................................29
SECTION 1: LISTENING......................................................................................30
SECTION 2: SPEAKING.......................................................................................34
SECTION 3: READING.........................................................................................35
SECTION 4: VOCABULARY...............................................................................38
SECTION 5: GRAMMAR......................................................................................39
SECTION 6: WRITING..........................................................................................40
UNIT FIVE..................................................................................................................41
RIVERS IN ETHIOPIA..............................................................................................41
Unit Learning Outcomes.....................................................................................41
SECTION 1: LISTENING......................................................................................41
SECTION 2: SPEAKING.......................................................................................43
SECTION 3: READING.........................................................................................43
SECTION 4: VOCABULARY...............................................................................44
SECTION 5: GRAMMAR......................................................................................45
SECTION 6: WRITING..........................................................................................47
UNIT SIX: CASH CROPS..........................................................................................48
Unit Learning Outcomes.....................................................................................48
SECTION 1: LISTENING......................................................................................48
SECTION 2: SPEAKING.......................................................................................51
SECTION 3: READING.........................................................................................52
SECTION 4: VOCABULARY...............................................................................54

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SECTION 5: GRAMMAR......................................................................................55
SECTION 6: WRITING..........................................................................................56
UNIT SEVEN..............................................................................................................58
CUTTING TREES.......................................................................................................58
Unit Learning Outcomes.....................................................................................58
SECTION 1: LISTENING......................................................................................58
SECTION 2: SPEAKING.......................................................................................60
SECTION 3: READING.........................................................................................61
SECTION 4: VOCABULARY...............................................................................62
SECTION 5: GRAMMAR......................................................................................62
SECTION 6: WRITING..........................................................................................63
UNIT EIGHT...............................................................................................................64
THE ETHIOPIAN NATIONAL FLAG......................................................................64
Unit Learning Outcomes.....................................................................................64
SECTION 1: LISTENING......................................................................................64
SECTION 2: SPEAKING.......................................................................................69
SECTION 3: READING.........................................................................................70
SE CT ION 4 : Vocabu la ry...........................................................................................72
SECTION 5: GRAMMAR......................................................................................72
SECTION 6: WRITING..........................................................................................73
UNIT NINE.................................................................................................................74
RESPECTING EACH OTHER...................................................................................74
Unit Learning Outcomes.....................................................................................74
SECTION 1: LISTENING......................................................................................75
SECTION 2: SPEAKING.......................................................................................79
SECTION 3: READING.........................................................................................81
SECTION 4: VOCABULARY...............................................................................84
SECTION 5: GRAMMAR......................................................................................86
SECTION 6: WRITING..........................................................................................87
UNIT TEN: POTTERY...............................................................................................89
Unit Learning Outcomes.....................................................................................89
SECTION 1: LISTENING......................................................................................89
..................................................................................................................90
SECTION 2: SPEAKING.......................................................................................91
SECTION 3: READING.........................................................................................91
SECTION 4: VOCABULARY...............................................................................92
SECTION 5: GRAMMAR......................................................................................93
SECTION 6: WRITING..........................................................................................94
English Language Syllabus.........................................................................................95
for Grade 3...................................................................................................................95
Unit One: My School (20periods)...........................................................................96
UNIT-TWO: MONTHS OF THE YEAR (20 periods)...........................................98
Unit 3: Clean Surrounding (20 periods)..............................................................101
Unit Four: The Traffic Signs (20 periods)............................................................102
Unit-Five: Rivers in Ethiopia (20 periods)...........................................................103
Units 6: Cash Crops (20 periods)..........................................................................104
Unit 7: Cutting Trees (20 periods)........................................................................105
Unit 8: The Ethiopian National Flag (20 periods)................................................106
Unit 9: Respecting each other (20 periods............................................................107
Unit 10: Pottery (20 periods).................................................................................108

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Introduction
This Teacher’s Guide went through vital processes in its development to reach to your hand.
The FDRE Ministry of Education took the initiative to newly develop English Curricular
materials for all grade levels at national level with cooperation with regional educational
bureaus. Then, Oromia Education Bureau (BBO) adapted the newly developed English TLMs
for Grades 1-8 based on the evaluation report from the MoE and feedback from the
Cambridge University. The report includes key core areas namely alignment of the curricular
materials, pedagogy and ELT approaches as opportunities to develop key competencies,
accessibility of the materials for diverse students, context and relevance of the materials,
technical presentations of the documents and cross-cutting themes in terms of national
priority and inclusiveness. After the curricular materials were evaluated and the feedback
considered, the adaptation process was guided by the work on alignment of the syllabi, SBs
and TGs, the task on revisiting scope and sequence of the TLMs, the labor on
adapting/revising/rewriting instructions, activities and assessment techniques and the work on
culture auditing (both texts and illustrations/pictures) to make the TLMs relevant and
accessible to students in Oromia.
The development of the new English curricular materials and adaptation of this Teacher’s
Guide ( TG) and Student Book (SB) was informed by literature in ELT and research in
teaching in early grades in Ethiopian schools. Literacy development and learning in the
English for Ethiopia textbooks follow a developmental progression through the specific
stages. This Teacher’s Guide provides suggestions for enhancing teaching and learning of
English by focusing on the five literacy skills of listening, speaking, vocabulary, reading and
writing through the use of an integrated skills-based, active learning model that is
developmentally appropriate.
Children move through each stage of literacy development at different rates. Movement
through the stages may be slower for those who have learning difficulties regardless of age.
No matter what the stage of literacy development, all students will need frequent
opportunities to interact with their peers in both academic settings in classrooms and in social
settings at recess, at home and in the community to help them build their literacy skills.
Students also need support, guidance and feedback during the learning process from various
entities.
At the Early Emergent Stage ( Grade 1), students learn Concepts of Print and the upper and
lower case letters of the English alphabet. They develop an oral knowledge (phonemic

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awareness) of individual letter-sounds and the ability to read and write the letters associated
with the sounds (phonics). They also learn to read words with diagraphs (two letters that
form

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one sound - day), blends (two or three letters where each sound is heard - spoon) and other
language conventions.
Instruction begins with consonants and short vowels and progresses to orally using and
reading short words and sentences. Students learn to identify colours and associate real
objects and those depicted in pictures with words. They learn to draw lines and shapes in
preparing for writing and learn to count and write numbers and number words up to 20 and
other concepts basic to literacy learning. Students begin to make the connection between
spoken and written language and understand that both pictures and words convey meaning.
They also write letters, words and short sentences and respond to literal and higher level
thinking questions related to concepts orally discussed and text listened to or read. Listening
texts relate to topics that students know and are taught using strategies such as prediction and
verification.
Students become acquainted with the rhythm and rhyme of the English language through
song and other oral activities. At this level, the new student books have controlled
vocabulary, repetition, abundant picture support, familiar concepts, language patterns that
introduce them to grammatical structures, simple sentences and short informational and
narrative connected text.
In the next stage, Emergent Stage (Grade 2), students enter this stage having developed an
understanding of the skills identified in the Early Emergent Stage and have knowledge of a
significant number of sight words and high frequency words. Their development of the use
phonics for reading, pronouncing and recognizing the meaning of words continues. In the
Emergent Stage, students are able to use simple comprehension strategies and word-attack
skills. They continue to listen to and read informational and narrative text with their varied text
structures and begin to understand they are reading for different purposes. Development of
literal and higher level thinking skills continues. Books contain more complex sentence
structures, have fewer pictures and illustrations than in the Early Emergent Stage, and
repetition is not quite as evident.
At Early Fluent Stage (Grade 3), students are transiting from learning to read to reading to
learn. The use of the five literacy skills becomes more natural as students continue to practice
using them. Comprehension becomes more of an emphasis as students encounter more
complex sentence structures and different types of text as they move toward more ind
ependence with oral and written literacy skills. Fluent reading (use of appropriate rate,
accuracy and expression) becomes more of a factor in comprehension as a greater variety of
text is experienced when students begin to work with different genres. Levels of

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independence in relation to learning
vary with the difficulty of text being read. Text encountered becomes more complex with more

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vocabulary and fewer pictures or illustrations, depending upon the content being studied.
At Fluent Stage (Grades 4-8), students should be able to read various types of text more
fluently and use writing to convey different types of meaning. Their main focus becomes
comprehension as they use various strategies to facilitate the learning of content using the five
literacy skills of listening, speaking, vocabulary, reading and writing. More independent
reading of narrative and informational text is usually required. Books at this stage have more
challenging vocabulary, more variety in content and topics, longer and more complex
sentences and varied text structure. Students continue to improve their literacy through
application of the five literacy skills in an integrated manner.
Having understood these stages, it is important to remind the pedagogy of the target language
skills addressed in the student books you are to teach. Your teaching takes skill based and task
oriented approach to language teaching addressing macro and micro language skills. All units
of the text book begin with oral language skills. Your lessons begin with teaching the listening
skills with or followed by teaching the speaking skills.
It is generally believed that students are listening to classroom presentations and instructions.
However, students may not pay close enough attention to what teachers are saying, and this
can negatively affect their learning when they miss key information during instruction.
Listening is a very important skill in the students’ academic life and in life in general.
Student book (SB) and teacher’s guide (TG) for grades 1 and 2, listening and speaking are
integrated and placed under the topic of “Oral Language” which is the first section of each
lesson. In the early grades, the purpose of teaching listening is to expose students to the
sounds of the language and words which gradually extend to phrases and sentences. In grades
3 and 4, listening is taught separately. Each lesson starts with listening, and it is part of the
first day of each week’s lesson.
Teaching speaking skills in the lower grades should follow a certain system and gradual
process. Especially in grades 1 and 2, students may have limited ability to understand and
respond when using English. Students initially may tend to respond through various strategies
which include pointing to an object, picture or person; miming/performing an action such as
sitting down or standing up, opening or closing a door/window; gesturing or nodding and
other actions. They may also give a response saying yes/no to simple questions. Grade 1
students can perform these actions and then use words, phrases and simple sentences. In
grades 3 and 4, students are expected to use words, phrases and sentences when responding.
There also are some situations in which they will express their opinion and ask for and
give advice using

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appropriate expressions.

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Speaking skills in the grades 1 and 2 student books and teacher’s guides are presented in an
integrated manner with listening under the title of “Oral Language.” Each week’s lesson
incorporates and starts with oral language. This newly developed TTM and the corresponding
SB and TG are designed considering the gradual development of students’ English language
use. It is believed that lessons presented will equip students with language skills that enable
them to comprehend and give oral responses using English.
The newly develop English curricular materials also introduce teaching of phonological
awareness and phonemic awareness through diverse activities. Phonological awareness refers
to an understanding of the sound structure of language; that language is made up of sounds,
words, syllables, rhymes, and other components. This knowledge begins initially in oral
language. Students do not have to read letters in order to demonstrate phonological awareness
which is defined as having an awareness of the sound structure of words.
Phonemic awareness is a component of phonological awareness. It refers to the ability to hear,
identify and manipulate phonemes, the smallest unit of sound in the English language. It is an
oral activity. Phonemic awareness (knowing and being able to orally reproduce the sounds of
the letters in the English alphabet) is necessary for acquiring phonics skills (the ability to hear,
identify, and manipulate phonemes when reading). Different methods can be used to
demonstrate knowledge of phonemic awareness. Some examples are repeating the phonemes
(sounds) of individual letters, blending and segmenting sounds, dividing words into syllables
and identifying sounds in other ways.
On the other hand, phonics is the understanding that there is a predictable relationship
between phonemes (the sounds of spoken language) and graphemes (the letters and spellings
that represent those sounds in written language). Students with a good understanding of
phonological awareness have the underlying framework in place to learn to read (decoding)
and write (encoding) when letter-sound correspondences (phonics) are learned. Students must
be able to pronounce and use individual letter sounds, segment, blend and manipulate sounds
for varied reasons including dividing words into syllables, recognizing and using onsets
(vowels at the beginning of words) and rimes (vowel and consonant blends at the end of
words) if they are going to be successful in reading and writing.
The teacher must be aware that, for all students, phonological awareness develops over time
as they begin to explore language in different ways. Sometimes behaviors will be well
established; at other times, students may demonstrate knowledge of a particular phonemic
awareness skill in some situations but not in others. By watching students over time in a
variety of activities,

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teachers can develop a more accurate view of what students know and what they need to learn.

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The other component of your teaching is vocabulary often through blending, segmenting and
syllabification. Teaching the skills of segmentation in isolation or in combination with
blending instruction helps with successful reading development. When beginning readers
sound out words, they slowly say each sound in a word (c-a-t), and then put the sounds
together to say or read the word (cat). In reading, teachers call this blending because sounds
are being blended together to form words. Blending (combining sounds) and segmenting
(separating sounds) are skills that are necessary for learning to read. Developing a child's
phonemic awareness and phonics skills are an important part of developing reading ability.
Many research studies indicate that those who have weak phonemic awareness and phonics
skills will have difficulty learning to read.
Teaching letters and letter sounds and being able to manipulate sounds through blending and
segmenting and other activities are important strategies to use to develop students’ reading
ability. Syllabification is the ability to segment words into syllables (a group of letters that
forms a pronunciation unit). This is a form of phonemic awareness and phonics that can be
useful when encountering unknown words in listening and reading.
Teaching reading skills is the other target skill for your teaching of English at early grades.
Reading is an interactive process that can be divided into two major purposes: learning to read
and reading to learn. These processes are taught in an explicit, sequential manner and involve
the five skills that are important for acquiring literacy: listening, speaking, vocabulary, reading
and writing in varied ways. The purpose of reading is to make meaning from (comprehend)
both narrative and expository text.
Students begin to read letters and know their sounds in words. Most reading skills such as
decoding, phonemic awareness (letter sounds) and grapho-phonemic (written letters) are
taught in conjunction with oral language skills in grades 1 and 2. These initial reading skills
also are used for vocabulary and word study, continued instruction in blending and
segmenting, word recognition, counting, writing, association of words and pictures and other
literacy activities. In grade 3 and grade 4, reading fluency activities help students to read
shorter texts with ease and speed. Grade 4 is a transitional level. Students begin to read longer
texts and continue to answer comprehension questions and integrate reading with listening,
speaking, vocabulary and writing skills.
Grammar is also the other important skill to teach. Grammar is a set of rules that indicate how
words, phrases and sentences are used in a language to convey meaning in speaking, reading
and writing. Grammar in grades 1-4 deals with the language patterns and the structural rules
that govern the composition of words, phrases and sentences in English. In grades 1 and 2

xi
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grammar is addressed through language pattern usage in oral language, reading and speaking.
Whereas, grammar in grades 3-4 is taught as a separate concept.
Finally, in all the units; you teach students the writing skills. Writing is a form of
communication that is important for success in school and in life. Writing to communicate is a
complex task that requires the skills of reading, spelling, grammar, word usage, thinking,
organizational and other skills to be effective. Effective writing is a vital life-skill that is
important in almost every subject in school as well in the work and home environments.
In grade 1 students learn to write by first drawing horizontal and vertical lines, curves, strokes
and other shapes in the air before they are exposed to reading and writing letters. Then they
learn to write the 26 letters of the English alphabet in both lower case and upper case using the
lines and shapes learned. They also learn to copy short sentences. In grade 2 students copy
words and sentences and write complete sentences and language patterns. In grades 3 and 4,
students continue to write words, write sentences, use language patterns, and arrange
sentences in logical order. All of these skills are relevant to teaching beginning writing. Good
writing is essential for success in school, personal life and at work. Writing is a complex
combination of skills which is taught best by dividing the process into sequential stages that
end with a finished product.
Pre-writing is the first stage of the writing process. Beginning writing students learn how to
hold pencils and pens and use them to write by drawing lines, shapes and strokes in the air.
They use movement/actions and directionality to complete these formations. They then learn
to use these writing movements with pencil, pen and paper to scribble and draw images which
they can explain using oral language. For example, a student will draw lines and shapes and
circles and explain that it represents his family members and then tell you who they are and
perhaps what they are doing. As students progress to grade 2, they learn to use the letters they
have learned to write to read words and match them with pictures and use them in short
meaningful sentences. These are forms of communication.
Drafting: In grades 1 and 2, drafting is represented by being able to express oneself in writing
through drawing pictures of familiar things, using letters to represent words to describe
pictures, writing words with a few letters, writing complete, short sentences. In grades 3 and
4, students are able to represent ideas with words, sentences and pictures.
Revise/Edit: In grades 1 and 2, revising and editing occur when students look at what they
have drawn or written and make changes to make it better. In grades 3 and 4, students revise
and edit when they make changes to pictures that they have drawn and perhaps revise the
description of the picture drawn by them. They also write in narrative and expository
(informational) forms. For example, they should be able to make lists of ways to protect the
environment and write new ending for a story or create new characters.
Display/Publish: In grades 1-4, students should have opportunities to display their work in the
classroom, in the community or in other venues where they can share their drawings and
writing.

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v
UNIT ONE:
MY SCHOOL
This unit will introduce students to their school environment. It
will make them familiar with the most common vocabulary
used in classroom and school contexts. Students are expected
to engage actively in the teaching- learning process. Most of
the activities given in this unit are to be done individually, in
pairs and sometimes in groups.

The unit is organized into six sections: Listening, speaking,

reading, vocabulary, grammar and writing. There are many
activities given under each section. It is up to the teacher to
plan how many activities can be done for a period of 40
minutes in the classroom. In fact, the teacher has to always
make a lesson plan to this effect. Teachers are expected to
read all the activities in advance before class and get ready to
do the activities in the most interactive way possible.
Unit Learning Outcomes
Please note that the unit has the following learning
outcomes: Upon a successful completion of this unit,
children will be able to:
 Listen and respond to the given questions.
 Pronounce words related to classroom objects.
 Listen for specific information.
 Form questions.
 Reply to questions.
 Pronounce the given words on classroom objects.
 Spell out the given words related to classroom objects.
 Tell about the importance of classroom objects.
 Read for details.
 Evaluate the meanings of sentences.

 Produce four words

sentences SECTION 1:
LISTENING

1
In this section, learners will use a series of pictures of
classroom objects. They will be assisted to listen to both
pictures and their words. They will listen to a text about
classroom objects. Learners will also use different worksheets.

2
The listening section has three parts: pre-listening, while–
listening and post- listening named “Before you listen”, “As you
listen”, and “After you listen” respectively. Use the following
listening text

LISTENING TEXT 1: MY SCHOOL

I study in Grade 3 at New Horizon Public School. It is
the best school of my area. My school is located at a
distance of 500 meters away from my home.

My father drops me at my school regularly. My school

has a wonderful single story building. All the rooms of
my school are very wide and beautiful.

There are around 300 students in my school. My school

has a big playground for students. It has a football field.
There is a small garden also. My class fellows are very
kind and loving. Our teachers teach us with great care
and kindness.

All classrooms in my school have blackboards, white

boards, duster and chalk kits, charging plugs,
ventilators, and arm- chairs. We all girls enjoy being
at our school. I am very happy at my school and
always pray for my school.

3
Activity 1

 Encourage students to look at the pictures given.

 Let them tell their partners or friends the names of those pictures.

 Please provide feedback at last.

SUGGESTED ANSWERS: 1. ball 2. table 3. flag 4.

football/soccer field
Activity 2

 In this activity, encourage students to list down both orally and

by writing any five objects or items they could find in the
classroom.

SUGGESTED ANSWERS: 1. desk 2. duster 3. chalk 4.

Dirt/trash bin
5. ruler, etc.
Activity 3

 Expose students to standard pronunciation or Received

Pronunciation /RP/ using if possible recorded materials such as
video clips or audio clips.

 If these are not available, pronounce yourself those words

using a dictionary.

 As you do this, let them look at the pictures given and match
those words with the pictures.

 The activity requires students to improve their knowledge of the

meaning and pronunciation of those words in question.
SUGGESTED ANSWERS: A.1 B. 2 C. 4 D. 3 E. 5
Activity 4

 This is a preparatory activity for the listening story.

 Students should be ready to listen to a story told by a certain

student about a certain school.

 Encourage students to list down three things they expect from the story.

4
 Let the students tell those three things to their partners, or hold a discussion

5
 Suggested answers: The students may list any of the following
points as answers:

 About school

 School life

 Classrooms

 Description of the school compound

 School students, etc.

AS YOU LIST EN

Activity 5

 Invite the student to listen to a story about a certain school.

 After they listen to it once, they are expected to discuss those

questions here in pairs. You can read out the listening story
yourself slowly only once at this stage.

 Or, you may record someone else reading the story and you can
play it for the students. At this stage, students are expected to
understand only the main points ,not such details.
Suggested answers:

1. Yes

2. A female, the reason is the writer states, “we all girls”.

3. About a student and her school environment

Activity 6

 The students may do this activity both in pairs and in groups.

 Invite your students to look at the picture of a school given there.

 Advise them to carefully look at those things indicated in the

picture of the school and compare it with the school in the story
they have listened to.

 Let them list down in their exercise book those objects which are found in

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both schools (i.e. the school in the story they listened to and the
school in the picture.)

SUGGESTED ANSWERS: 1. playground 2. football/soccer field 3.

Single- story building.

Activity 7

 For this activity, you are required to read out the listening
story for the second time and yet very slowly.

 As they listen, the students will work out the matching carefully.

 Remember, they are doing the matching parallel with their

listening if possible.
SUGGESTED ANSWERS: 1. C 2. F 3. D 4. B 5. E 6. A
AFTER YOU LISTEN

Activity 8

 Students are expected to listen to the story for the third time.

 It is after this listening that they have to work out this activity.

 Let them first listen and then do the activity afterwards.

 Based on their notes and memory, students are expected to

answer the questions given by putting a tick mark in the
true/false column of the table.

SUGGESTED ANSWERS: 1.False 2.True 3.False 4.True 5.False 6.False

Activity 9

 Encourage students to look at the two pictures of schools given there.

 One is a picture of the school in the story and the other one
is another school.

 Let the students look at them and answer the questions set
after the pictures.

 In other words, students will compare and contrast the two

7
pictures of the school given.

8
 Encourage students to compare and contrast the two pictures
based on the questions given there. Let them do the activity
both individually and in pairs.

Activity 10

 For this activity, you should organize a short visit of your

students to their school compound.

 The school leaders can help you in doing that.

 Students are expected to spend half an hour visiting their

school compound.

 After they finish visiting, they are required to complete this activity.

SUGGESTED ANSWER: Simply check that each student fills out the
right individual information/details about himself or herself.
Answers could vary from student to student. Check also that the
completed paragraph is grammatically correct.
Activity 11

 Encourage a few students to come out in front of their

classmates and make a short speech about their school.

 They must use the framework or model they completed in activity 10 above.

 They can also use the listening story as a model.

SUGGESTED ANSWERS: Let a few students come forward in front

of their classmates and make a speech using the frame in
Activity 10 above. Check that the speech they made is
grammatically correct and finally give them the correct
feedback.
SECTION 2: SPEAKING
This section introduces basic structures for speaking such as
introducing pronunciations in small units and constructing
minimal conversations or dialogues. Students will practice
speaking such as asking for locations and answering, describing
things, and explaining what things are used for. Model dialogues

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and examples have been given to help students start doing the
activities with confidence.

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PRONOUNCING/READING ALOUD OBJECTS

Activity 1

 Flashcards where there are pictures of the objects listed or

actual photos of objects mentioned in this activity are required
to undertake this activity.

You are required to show each picture one by one so that all
students in the chorus can try to read aloud or pronounce the
names of those objects.

 Encourage and motivate students to try readout correctly even if

they make mistakes at the first trial.

 Provide feedback using standard pronunciation or Received

Pronunciation. You may refer to a dictionary of pronunciation to
help you do this!
ASKING AND RESPONDING TO QUESTIONS

Activity 2

 Encourage students to ask oral questions about the object(s)

found near and far and let their partner answer.

 But first, let the students study the poster for proper use of the
demonstrative pronouns. Then, let the students practice the
dialogue by pointing to any of the classroom objects with their
partners following the question and answer between Hawi and
Daniel as an example.

 Activity 3

 The questions here help the students to identify the direction or

the place where an object is located.

 Encourage the students to use the expressions given in the box

while talking about the location or the direction of the objects in
the pictures.
SUGGESTED ANSWERS:

 The library is located between the staff room and the toilet.

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 The toilet is located beside the library.

 The staff room is located near the director’s office.

 Classroom 2 is located near the main entrance.

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Activity 4

 Let the students ask each other about the names of classroom
objects in the pictures.

 Remind them to use WH question words such as ‘what’.

SUGGESTED ANSWERS: Names of the pictures are 1.compass 2. clips

3. set square 4.protractor 5.ruler
6.bag
Activity 5

 Encourage the students to use the example given.

 First, let the students write out sentences on the importance

of the classroom objects given.

 Then let them make a short speech using the sentences they
wrote to their class.

 Encourage the students to use the model conversation box and

to provide as sensible answers as possible.

SUGGESTED ANSWERS:

 A blackboard is used for writing on.

 A table is used for putting items on.

 A window is used to let fresh air in or, to see things

outside of a house, etc.

Activity 6

Let the students match the answers they have given to Activity
5 above with the pictures given under this activity.

SUGGESTED ANSWERS:

Blackboard: picture 1

Table: picture 3

Window: picture 4

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SECTION 3: READING
Reading at the Grade 3 stage is an early grade reading. It is both
practices of loud reading/phonic reading (pronunciation and
sound discrimination) and at the same time reading for meaning.
Therefore, all activities under reading are designed to develop
those skills in students. Like the listening section, the reading
section is also divided into three stages: pre-reading, while,-
reading and post-reading stages.

BEFORE YOU READ

Activity 1

 The use of local or mother tongue in second or foreign language

teaching is advised to be very minimal and at an early stage of
learning. It may however be important to use the mother tongue
only sometimes in order to motivate and inspire students.

 Encourage your students to tell the meanings of the words given

in this activity to their partners in their local language.

Activity 2

 Let the students match the words given in Activity 1 above, with
the pictures given here.

 Let them do this in pairs.

 Provide feedback at last.

SUGGESTED ANSWERS: 1.c 2.a 3.d 4.b
Activity 3

 Before the students read the passage given here, let them guess
the meanings of the words given and let them tell their partner
their answers.

 Then let them match those words with the pictures given there.

SUGGESTED ANSWERS: 1. C 2. B 3. A

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AS YOU READ

Activity 4

 This activity is a scanning activity.

 Students scan the text entitled “At school” quickly and trace for
the words required.

 Encourage students to read the passage and underline the

words for which they found or spoke the meanings.
Activity 5

 This activity aims at encouraging students to read in detail. It is

for detailed reading.

 Invite students to read the text given again and let them fill in
the table with the correct information from the reading passage.

SUGGESTED ANSWERS:

 Libraries are used for reading books.

 Cafes are used for drinking tea/coffee.

 Halls are used for a meeting.

AFTER YOU READ

Activity 6

 This is a post-reading activity. It helps the students to relate the

reading passage to their surroundings. Ask the students to
observe their school compond for 15 minutes to search for the
facilities/services mentioned in the passage in the school
buildings. Then, let them fill the table in pairs.
SECTION 4: VOCABULARY

PRONUNCIATION

Activity 1

 Encourage students to read aloud the words given correctly.

 To do this, first, you should read each word aloud correctly and two times.

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 Then the students will follow you; imitate you. The students
may do this one by one or in a chorus.

 In case students may fail to correctly read aloud, please

encourage them to try again and again until they reach the
correct pronunciation.

Activity 2

 Invite students to look at the pictures given.

 Let them then write out (with the correct spelling) of words for
the given pictures.

 Alternatively, you may show your students flashcards or pictures

of objects or materials available in your classroom.

 Then they will write out in their exercise book the correct
spelling of each picture they looked at.

 Let them check their answers by comparing with a friend or

from a dictionary.

 Provide the necessary feedback at the end.

Activity 3

 This activity provides an opportunity to students to practice

figuring out the meanings of words from a context or how to use
words in a context.

 In the box, you can find words taken from the listening and
reading story in this unit.

 Let your students use the most appropriate word to fill in the
given blank spaces.

 You may discuss as a whole class the techniques of guessing

meaning from a context.

 Suggested answers: 1.loving 2.teaches 3.wide 4. charging 5.

located 6. chalk kit

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SECTION 5: GRAMMAR

ASKING FOR AND OFFERING PERMISSIONS

Activity 1

 This activity intends to provide the adequate practice of the

grammar of asking for permissions and granting permissions.

 Encourage them to make as many questions as they can using

the objects given and at the same time make as many responses
as they can to a friend’s request. This can be done in the form of
a dialogue.

 Make sure that they properly use the Phrase “May I…?”

Activity 2

 Encourage students to take turns in playing out the dialogue

they constructed in Activity 1 above.

 Encourage some students to go in front of the class and role ply

the dialogues. This might encourage the entire class for more
degree of participating.
Activity 3

Let the students make use of the “May I” expression to get the
services listed. By doing this, students will practice making a
polite request or permission.

SECTION 6: WRITING
Elementary skills of writing consist of spelling words correctly,
reordering jumbled words to make meaningful sentences, and
composing simple one- verb sentences. You are expected to
provide adequate practice in these aspects of writing in all
activities.

KNOWING THE SPELLING OF CLASSROOM OBJECTS

Activity 1

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 To run this activity you may have a recorded material
consisting of the loud reading of the words indicated in
advance, or you may read loud

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those words several times so that the students can hear them
very well and be able to discriminate the sounds.
 All words should be classroom objects. You may have the
following list as an option: classroom, chalk, lunch bag,
toilet,duster, etc.
 Then, encourage students to write down in their exercise
books the correct spelling of each word they listened to.
 Provide feedback on correct spelling.
Activity 2
 This activity helps to improve students’ ability to correctly spell words.
 Let them complete the words given with the missing
letter/spelling to make them correctly spelt words.
 Provide feedback at a class level.
SUGGESTED ANSWERS: 1.director 2.toilet 3.classroom 4. period

SENTENCE CONSTRUCTION
Activity 3
 Encourage students to make up sentences with four words of their own.
 Each sentence must have only four words.
 Let them use the given classroom materials to make up the sentences.
 See the example.

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UNIT TWO:
THE MONTHS OF THE YEAR
This unit aims at teaching the language by bringing the
context to our local situation. It makes students learn new
words in their attempt to understand their family’s expenses
in the month of September. Holding a dialogue, using the
adverbs of time and writing a five-sentence paragraph are
also parts of the lessons of this unit.

Unit Learning Outcomes

At the end of this unit students should be able to:
 listen to listening texts
 tell what parents buy for their children in the month of September
 respond to ‘Wh’- questions
 sing a song of months of the year
 use adverbs of time to express the sequence of months of the year
 write a five-sentence
paragraph SECTION 1: LISTENING

In this section, the pre-listening and the while-listening

activities could be done in the same period. In the first few
minutes allow the students to read the pre-listening questions.
Then read aloud the text at an acceptable speed and
intonation. Then make them answer the while listening
questions. Allow them to read the while listening questions
before you read out the text for them. In the next class, read
out the text once more and then make them answer the post-
listening questions.

Activity 1

You should assist students in giving answers to the pre-

listening questions. You should make sure that students are

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working in pairs or groups to answer the questions. Later, ask
each group to give their answers to the class. Comment on the
answers given and encourage others to participate.

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LISTENING TEXT 2: THE MONTH OF SEPTEMBER

September is the beginning month of the Ethiopian New

Year. It is also the beginning of the dry season. The fields
and mountains become flowery during this month .They are
also covered by greenery. The sky becomes clear. The sun
shines beautifully. Wild animals come out of the bushes
attracted by the warmth of the sun shine. The birds sing
and dance. Everything is attractive.

Before the celebration of the New Year Holiday, parents buy

for their children traditional clothes and shoes. Our schools
open during this month. Parents buy bags and exercise
books for their children. In addition, parents pay school fees
during this month. They also buy school uniforms for their
children. Therefore, parents spend a lot of money in this
month.

Children become happy during this month. Parents become

happy too. We Ethiopians happily celebrate the first day of
the month. We exchange flowers during this day. We say to
our families, “I wish you a happy New Year!”

Activity 2

Give 3-5 minutes to the students to read the questions

first before you read out the text at a reasonable speed.
Ask students to listen attentively and, where possible, jot
down keywords. Then after you have read out, tell them
to answer some of the remaining questions.

SUGGESTED ANSWERS: 1. September 2.Yes 3. Clothes,

shoes, and exercise books 4. False

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Activity 3

Read out the text to the class for the second time. Then,
when you finished reading aloud, ask the class to
answer the rest of the

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questions. Make each student answer when asked to.
Finally, give the correct answers.

SUGGESTED ANSWERS: 1.True 2. False 3. True 4. True 5. Yes

6. wear new clothes7. traditional clothes, shoes, school
uniforms, exercise books, and school bags.
SECTION 2: SPEAKING
As the activities in this section are production activities
they should be given sufficient time. Every student should
be involved in all of the activities. For this reason , it would
be better to spend a period for each of the activities given.
Activity 1

Make the students work in pairs and answer the questions.

The questions are related to what parents buy them in the
month of September. In their attempt to understand the
expenses of their parents they will learn
abouttheirparents’ tight situation as faras their expenses
are concerned.

Make sure students are working in pairs to answer and

ask questions related to their expenditures. This will make
them internalize the language as they try to answer
genuine questions.
SECTION 3: READING
In this section, the pre-reading and the while- reading
activities could be done in one period. The post- reading
activity could be done in another period. The rest of the
activities could be done in the next three classes.

Activity 1

Make students work together in pairs or groups to answer

the general questions. You should encourage students to
participate in this activity. You should make students

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understand the objectives of having pre-reading
questions. Then tell them to compare the answers they
have given with theanswerstheyget fromthepassage. The
while reading activity could be done as they read the text.
They

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should then compare the answers they gave with what
they get from the reading material. The post reading
activity could be done in the next class.

SUGGESTED ANSWERS: 1. 13 months 2. 30 days 3. four

seasons 4. often in July and August 5. Usually in
September or October

Activity 2

The teacher makes students memorize the rhymes and

sing together in chorus. The video of the song is available
on the internet. He/she says aloud to the class and makes
students say afterhim/her. This will motivate the learners
and enjoy the lesson.

SUGGESTED ANSWERS: 1. February, March and April 2.

True 3. False

 Activity 3

This activity has a double purpose, that is, it makes

students remember the months and their occurrences and
also gives them additional opportunities to use Wh-
questions by holding dialogues. The teacher should
encourage students to actively participate in the pair
work.

SUGGESTED ANSWERS: 1.September 2. Pagume 3. July

and August 4. October, November, December, and
January

Activity 4

This activity helps students pronounce the months

correctly. Make students say out the months after you.

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This would help them remember the names of months and
theirorderof occurrences in the year.

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Activity 5
This activity makes students know the numberof days of
the month in the Gregorian calendar. Encourage students
to remember the rhymes.
Activity 6

Pair up students to hold this dialogue. Make sure

everybody is doing this activity. Make them hold similar
dialogue on other months. The activity helps the students
to practice the wh question words. You could give them
additional activities where necessary.
Activity 7
This is a practice activity for students to remember the
names and order of months. Make students complete the
table individually and compare their completions with
thatof their neighbors.
SUGGESTED ANSWERS: 2.October 3.November 4.
December 6.February 7.March 8.April 10.June
12.August
Activity 8
In this activity, students are required to complete the
activity given. This could be done in pairs or groups.
SUGGESTED ANSWERS: 1. November 2. February 3. March, June
4. July
Activity 9
This activity integrates reading and speaking. In this
activity, students are required to hold a pair work and ask
and answer questions on the number of days in a month.
Each pair asks and answers questions. This will make
students remember the months and days. It will also help
them practice asking and answering questions.
SUGGESTED ANSWERS: 1.31 days 2. traditional clothes,
shoes, uniforms, etc 3. 28 days 4. seven days 5 .They
grow crops.

SECTION 4: VOCABULARY
This section could be done in three consecutive periods. In
the first period, students could be made to read the text to
see the context in which the new words appear. You are
expected to show them how the context helps them get

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the meanings of words. In the next two classes, they
should be given the time to remember the meanings of
the new words and also practice their uses.
Activity 1
This pair work makes students find out situations related to each

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month. It has a double purpose. It makes students
remember the names of months and it makes them find
situations or seasons. This again helps them remember
new words related to each season.

SUGGESTED ANSWERS:

Months Situations/Season
September flowery
October dry
November dry
December dry
January dry

Activity 2
This activity requires students to get the meanings of
some words taken from the readingpassage. They are
required to go back to the passage and guess the
meanings of the words given. This could be given
individually as it is more of an individual activity than a
pair or group work.
SUGGESTED ANSWERS: 1. F 2. D 3. C 4. E 5. B
Activity 3

This activity makesthe students to use words fromthe

readingand listening passages in sentences.. This activity
could be done individually or in groups. You should finally
give themthe correct answers.
SUGGESTED ANSWERS: 1. seasons 2. floods 3. harvested 4.
heavy 5. sunny

SECTION 5: GRAMMAR
This section could be done in two classes. In the first class,
you should explain whattime conjunctions are, the
functionsof timeconjunctions following the examples
given. In the next class, you should make students do the
given activities.

Activity 1
This is an individual activity where students practice the

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use of time conjunctions like “before”,” after”,” next”,
“first”,” last”, etc.
SUGGESTED ANSWERS: 1. Number four2. Number seven 3.
Number 4. Number eight 5. Saturday 6. Tuesday 7. Thursday

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Activity 2
In this activity students are required to complete the given
sentences by time conjunctions. This is an individual
activity. You should make students do the activity. Finally,
give themthe correct answers.

SUGGESTED ANSWERS: 1. Before 2. After 3. After 4. Before 5. next

SECTION 6: WRITING
As writing is a productive activity, the students should be
given sufficient time to produce clauses and short
sentences. You should go around and see their progress
and give the necessary guidance. Thus this activity could
take two periods.

Activity 1
The students are asked to write a five–sentence
paragraph. It asks them to remember what their parents
buy them in September. This is an individual activity. The
teacher encourages each student to remember what their
parents buy them in September. As this is a writing
activity, you should write the students’ sentences on the
board so that others could learn from them.

SUGGESTED ANSWERS: Consider students’ attempts in

writing out sentences

Activity 2

This activity, asks students what they like to buy for the
New Year Holiday. It asks themto produce their own
sentences. Make sure that every student is doing this
activity.

SUGGESTED ANSWERS: Consider students’ attempts in

writing out the sentences.

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UNIT THREE:
CLEAN SURROUNDING
The environment is a place where humans, as well as
plants and animals, live. Next to our personal hygiene,
keeping our surroundings clean and green should be our
utmost priority to live a healthy and happy life.
An unclean surrounding leads to a bad condition in a
society, the arrival of diseases and many more related
problems. To make our surroundings clean and green, we
need to take actions such as avoiding littering and using
dust bins. Children need to grow up with an awareness of
personal and environmental hygiene. One place where we
can create awareness about the need for environmental
sanitation is at schools, and in the language classes. This
unit employed this important societal issue as a major
theme to teach children the four major language skills and
the sub-skills. Children, therefore, learn both the contents
and the language skills.
Unit Learning Outcomes

Up on successful completion of this unit, children will be able to:

 Listen and respond to the given questions
 Listen for specific information
 Ask and answer WH question questions
 pronounce the given words
 Recognize pronoun(subject) verb agreement
 Write out the given words related to clean surrounding
 Tell about the importance of a clean surrounding
 Read for details
 Write phrases and simple sentences on clean
surroundings SECTION 1: LISTENING
This section could take two periods. In the first class, the
pre-and while-listening activities could be done. In the
next class, the post- listening activity could be carried out.
Activity 1

Put the students in groups to answer the pre–listening

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questions. Then, make them report their answers to the
class. Also, certain

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words are given to practice pronunciation. Make the
students pronounce the words after you. You could do this
as often as necessary.

SUGGESTED ANSWERS: Consider students’ attempts.

Activity 2

In this activity, students are required to answer the

questions as they listen to the text. Give them some time
to read and understand the questions before you read
aloud the text.

SUGGESTED ANSWERS: 1. False 2. True 3. False 4. False

KEEPING OUR SURROUNDING CLEAN

We should always keep our environment clean. We

sh ould put plastics, used bottles, scrap papers and
other waste materials in dirt bins. We sh ould always
clean the dirt in our compounds. When we have
clean environments, our feelings to ourselves and to
others will be good or positive.

If we do not clean our compounds and our

environment regularly, we will be affected by
diseases. We may catch Common Cold or Asthma
due to the bad smell. Also, we may be sick with
diarrhea, tuberculosis, typhus, or typhoid fever.

If we do not clean our surroundings, we will not like

the place we live in. Cleaning our environment will
also make tourists like and visit our country. If
tourists do not come to our country, we will not get
enough hard currency (dollars/pounds, etc.). Having
a clean environment is also a sign of modernity.
Therefore, cleaning our environments and
compounds should be our day- to- day activity.

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Activity 3

After you have read out the text for the second time, make
students answer the questions that follow. Encourage all
students to attempt the questions.
SUGGESTED ANSWERS:

1. Plastics, used bottles, scrap papers and other waste materials.

2. We could catch diseases such as
common cold, asthma, diarrhea,
tuberculosis, typhus, or typhoid fever.
3. by putting dirty materials in a waste/trash basket

SECTION 2: SPEAKING
This section would take four periods. Students should be given
enough time to learn new structures of speaking and to make
use of them. They should also hold dialogues and practice
saying them out. They are required to ask and answer Wh-
questions .Also, they are required to name some cleaning
materials shown in the pictures. They should also be made to
discuss and report on how to avoid food waste at homes or
schools. These activities could take up much of their time.

Activity 1

Make students carefully study the dialogue given. As the

dialogue is based on the two pictures, students can easily
understand the information in the dialogue. They can also
easily understand how to ask and answer using Wh question
words from the example dialogue.

Activity 2

Make each pair ask and answer about the names of the
cleaning tools presented in the two pictures following the
example dialogue. This should be done by all students in their

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own groups. Tell them that everybody should participate in
the activity by using wh - questions. In the end, tell them the
available names in both pictures.

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Possible answers:PictureA(mop,broom and dust pan).
PictureB(wheelbarrow,shears,broom, trash cans watering
can/sprinkler,spade,etc.).

Activity 3

First, let the students observe the picture showing food waste
individually. Then, allow them to read the short note on food
waste. This would give the students sufficient background
information on food waste. Second, let them study the
information in the poster on how to reduce food waste at
homes or schools. Then, ask them to discuss and organize the
information on how to reduce food waste in groups of three or
four. Finally, ask them to present their discussion points to the
class.
Activity 4

This activity requires students to work in groups to list down

some benefits of having a clean environment. Make students
actively participate to identify the advantages.
SECTION 3: READING
This section takes three sessions. In the first session, the pre-
and while- reading activities could be done. In the second and
the last sessions, the post-reading activity could be carried
out.

Activity 1
Group students and make them answer the pre-reading
questions about the text. Later, ask the students for their
answers .Give the correct answers by motivating them for
their attempt.
Activity 2
Let the students answer the question as they read the
passage. This question does not require detailed reading.
Students can answer it at the first reading.
Activity 3

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This a post-reading activity. Make students sit in pairs or
groups and answer the comprehension questions. This
requires the students to make detailed reading probably
several times.

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Suggested Answers:

1. To live healthy and better lives

2. In trash bins

3. Land,air and water pollution

4. 1.Beautifying our surroundings 2.keeping us

healthy 3.reducing pollution
Activity 4

This is a matching activity. The questions require students to

understand what each paragraph of the passage talks about.
Encourage stu dents to look for the focus/main idea in each
paragraph. Hint them that the first sentence of a paragraph
usually contains the key information. Remind the students
that there is always one major idea in every paragraph of the
passage. Finally, give them the right match.

SUGGESTED ANSWERS: 1.B 2.C 3.A

Activity 5

This is a post -reading activity. This time, students could not

directly find the answer in the reading passage. It requires the
students to attempt the question in relation to their
environment or their real-life experiences. It thus connects the
passage with what is happening in their surroundings.
SECTION 4: VOCABULARY
This section would take two periods. In the first session ,
students should be made to get introduced to new words
through the sentence and pictures contexts. In the second
session, students will underline the word among the given
options which could fit the definitions given in sentences. They
could also complete the paragraph with words provided in the
box.
Activity 1

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This is a multiple choice activity. Let the students focus on the
contextual meaning of the words written in bold. Let them
choose the option that

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has the nearest meaning to the word in bold.

SUGGESTEDANSWERS: 1.A 2.A 3.B

4.B

Activity 2

Let the students sit in pairs. Let them match the pictures with
the phrases provided in the box. This activity allows students
to look at the pictures and match them with the words or
phrases. By looking at the actions in pictures student could
easily find the phrase that best describes the pictures. In the
end, students will learn new phrases or words.
SUGGESTED ANSWERS:

Picture A, burning

garbage Picture B, on-

street littering Picture

C, planting trees

Picture 4, sweeping around classrooms

Activity 3

This activity allows students to learn new words through

simple definitions. Make students be in pairs and select the
word from the options given in the parenthesis that could fit
the definitions given in sentences. This kind of activity helps
students learn many new words.

SUGGESTED ANSWERS: 1. surrounding 2. hygiene 3. garbage

4. trash bin
Activity 4

This is an additional practice exercise on some of the new

words from the reading passage. Let the students do this
exercise in groups of three or four. Ask the students to

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complete a paragraph on the theme of a clean environment
with appropriate words given in the box.

SUGGESTED ANSWERS: 1.clean 2.road 3.throw 4.make

SECTION 5: GRAMMAR
This section could take two periods. During the first period, students

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should be introduced to pronoun- verb agreement through
examples. Then, they should try underlining the correct verbs.
In the second period, the students should carry out further
practice/ exercises on subject-verb agreement.
Activity 1
Let the students study the examples presented in the three
tables carefully. Let them be aware that the singular and
plural pronouns do agree with the singular and plural verbs
respectively. Let them also observe table 3 for pronouns and
verb agreements in complete sentences.
Activity 2
Make the students read the sentences with blank spaces. Let
them circle the correct verb among the options given. The
activity requires the use of the correct verb to be (i.e. is, am
and are).With enough practice, students can easily circle the
correct verb to be.
SUGGESTED ANSWERS: 1.am 2.is 3.are 4.are 5.are 6.is

Activity 3
Ask the students to underline the verbs that agree with the
subject pronouns given. Provide them feedback.

SUGGESTED ANSWERS: 1.drink 2.runs 3.jumbs 4.keep 5.shut

6.wash 7.takes
Activity 4
Let the students sit in pairs. Students are required to complete
the sentence with correct subject pronouns. Let them choose
the right pronoun that could fit the sentence. Once again
remind them that a singular verb goes with the singular
pronoun or subject and a plural verb goes with a plural
pronoun or subject. Advise the students to look at the
examples again.

SUGGESTED ANSWERS: 1.They 2.He 3.She 4.I 5.We 6.It

SECTION 6: WRITING
This activity could be done in two periods. Writing down words

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with correct spelling and jotting down words or phrases about
the clean and unclean environment could be carried out
during the first period. Writing

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about school compound observation could be done in the next period.

Activity 1
Ask the students to list down five cleaning materials or tools
on their own. This activity integrates writing and spelling
practice. It helps them to develop word-level writing. It also
makes the students practice spelling. You are advised to go
around the students and check for the words and their
spelling. Lastly, you can write common cleaning materials with
their correct spelling on the board to help the students check
their word level writing.
Activity 2
This activity makes the students contrast a clean and unclean
environment. Let the students jot down anything that comes
to their mind about the differences with their partner following
the example given. Ask them to jot their ideas down in
phrases. Then, select the most pertinent/relevant ideas. The
activity is mainly meant to foster the learner’s ability to write
ideas in phrases. You should appreciate their effort and assist
them where they require some assistance. Conclude the
lesson by summarizing the major differences between the
clean and unclean surroundings.
Activity 3
This activity integrates observation and writing. The activity
aims to make students observe their school compound for its
cleanliness and greenery and write three or four sentences.
Through observation and writing, students can realize how
clean and green their school is, besides learning writing skills.
Let the students do the activity individually. Follow the
procedure indicated in the student’s book to effectively carry
out this activity.

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UNIT FOUR:
THE TRAFFIC SIGNS
Road safety and pedestrians’ well-being have become
increasingly important in many growing towns and cities in
Ethiopia. It is also important to teach children the basics of
protecting themselves from car accidents and related
breaches of traffic rules and road safety measures. This unit
presents all the language skills for students to learn against
the background of this extremely important theme: traffic
safety. The listening and reading stories have been selected to
be from this thematic area. Vocabulary, speaking, and
grammar lessons have all been developed in the context of
teaching you ng children traffic rules and road safety
measures.

Therefore, the intention is while they learn basic traffic rules

and road safety measures, students can also develop their
language skills. Sooner or later students who are from rural
areas will also have the chance to come across the hectic
traffic in urban areas. So, it will be essential to teach them the
basics of traffic rules and traffic lights using available
resources such as Plasma TV, television, and the Internet. Like
the previous unit, active earning methods are advised to be
used throughout the units and in all activities.

Unit Learning Outcomes

Please check that the following learning outcomes will be met

in this unit. At the end of this unit, the learner will be able to:

 describe different types of colors that signal different traffic signs

 match different traffic rules with the color of traffic lights

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 use simple present tense sentences such as “I have, He has”
with different subjects

 use the newly learnt words to fill in the blank spaces in the sentences

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SECTION 1: LISTENING
This section like the previous listening section has three
stages of listening skills lessons: pre, while-and post -listening
phases. The teacher reads out a listening text loudly three
times and then asks the students to work out several activities
designed to meet the set learning outcomes for this unit. You
are encouraged to be flexible as to the order of activities to be
done in the classroom.

LISTENING TEXT 4: TRAFFIC LIGHTS

Traffic signals are used to control traffic at intersections by

guiding and regulating the flow of traffic. Drivers, cyclists, and
pedestrians must obey and understand the different traffic
signals. Traffic signals can be 3 colors (red, yellow, and
green) that are either flashing or steady.

A red light means that you must come to a complete stop and
remain stopped until the light turns green. Never run in a red
traffic light, it’s very dangerous and also illegal.

A yellow light indicates that the green light is about to end

you must stop unless unable to safely do so. Treat a yellow
light as the beginning of a red light, as opposed to the end of a
green light.

A green light means ‘GO’. Flashing traffic signals are generally

used to warn road users of dangerous intersections. There
are only two types of flashing lights: a flashing red light and
a flashing yellow light. A flashing yellow light tells you to slow
down and prepare to stop. It is used to warn drivers of danger
ahead (e.g. a school crossing).

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Activity 1

 This is one of the preparation activities for the listening task.

 Encourage students to look at the two pictures presented

below the questions.

 Then, let them answer the questions by writing and then let
them also discuss their answers in pairs.

 You may provide feedback at the end of the discussion.

SUGGESTED ANSWERS: Please encourage students to speak out

as many answers as possible. Encourage them to do so. Check
that students answer the questions based on their own contexts.

Activity 2

 This is to further motivate the students to get ready for thelistening.

 Encourage the students to look at the pictures below the questions.

The students are required to ask theirparents or someone who

knows about traffic lights, or they may refer to other sources
such as a book or website/Internet about traffic lights and
answer the given questions orally with their partner.

 You may assign them to do this activity one day before the start
of the actual listening task in class.

SUGGESTED ANSWERS: Please encourage students to provide as

many answers as possible. Check thattheiranswers are
reasonable and sensible. Provide them with further feedback.
The following could be possible answers:

 Green, red and yellow colors are used for traffic signs and
sometimes flashing red and flashing yellow colors

 Yes, traffic colors/signs are useful for pedestrians.

 Some of the common causes of car accidents are drinking

alcohol, holding mobile phone conversations while driving,

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disregarding or not respecting

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traffic signs/rules, etc.

 The last picture (picture C).

Activity 3

 As an immediate preparation for the listening task students are

required to look at the colors of traffic lights and match them
with their meanings given. They do this just by guessing.

 You may provide them with actual traffic light colors supported
with pictures to make the task more vivid for the students.

 They better do the activity either in pairs or in

groups. SUGGESTED ANSWERS: 1.a 2.c 3.b 4.d
5.e

Activity 4

 Let the students look at the pictures and match them with the
right people the pictures represent.

 This activity can best be done in pairs or groups as may be convenient.

SUGGESTED ANSWERS : 1. cyclist2. mechanic

3. a pedestrian crossing mark/zebra sign 4. driver

AS YOU LIST EN

Activity 5

 Now, the students will listen to the short text for the first time.

 This is a while listening activity; meaning, students should

answer while they listen to the story at the same time.

 As they listen, they are required to match the words and ideas
on the right with those on the left.

 When the listening is over, they must also finish working out the activity.

 The listening text may be prepared either in the form of a

pre- recorded material or as text to be read out by the
teacher/you in the classroom in front of the students.

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 Provide feedback or correct responses.
SUGGESTED ANSWERS: 1.H 2.D 3.F 4.G 5.E 6.C 7.B 8.A
Activity 6

 Encourage students to look at the pictures given for this activity.

 Let them identify those pictures that show respect for

traffic lights rules and those pictures that do not respect
traffic lights rules.

 Please go around the students and help them workout this activity.

 SUGGESTED ANSWERS: Pictures A and C appear to show

not respecting the traffic light rules. Pictures B and D
however, seem to show drivers respecting the traffic light
rules.

Activity 7

 The words in Column A are taken from the listening

text the students listened to.

 Let them listen to the text again and guess the

meanings of those words.

 Students are expected to match those words with their

most appropriate meanings given in column B.

 Let them write down their answers in their exercise book.

 This activity plans to test students’ understanding of the

meaning of words from the context.

 Students are expected to guess using context

 Check if there is more than one answer.

SUGGESTED ANSWERS: 1. B 2. D 3. E 4. C 5. A

AFTER YOU LISTEN

Activity 8

 At this point, students are expected to have listened to

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the story several times. And now they do not need to
listen to it again.

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 This is a post- listening activity.

 They are required to answer the given questions by

putting a tick mark in the true/false column of the table.

 Students are expected to understand details.

 Help them to decide if the statements given about the

listening text are true or false.

 Answers must be given only according to the listening story.

 Provide correct feedback.

SUGGESTED ANSWERS: 1.True. 2.False 3.True 4.False

5.True 6. True 7.True

SECTION 2: SPEAKING
The teacher says out different colors and then asks the
students to tell him/her the corresponding meanings.
Such oral practices are encouraged in this section.
Encourage the speaking activities at the individual
student level as much as possible.
IDENTIFYING TRAFFIC SIGNAL COLORS

Activity 1

 Show your students different flash cards that contain

different traffic light colors. Alternatively, you can also
show them videos or actual photos. Then read
aloud/pronounce the colors of those signs correctly one
by one.
 Let students write the meanings of each sign or color as
they look at the photos.
 In other words, the students will find out what each color
they hear means to a driver or a cyclist while driving.
SUGGESTED ANSWERS:
 Red traffic light stands for the meaning: stop driving completely.
 Green traffic light stands for the meaning: you can go.

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 Yellow traffic light stands for the meaning: get ready to stop.

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Activity 2
ASKING AND RESPONDING TO QUESTIONS

 This is dialogue practising. So, it is an oral activity.

 Students role-play taking turns with their partners.

 The activity helps them to further consolidate their

understanding of the meaning of traffic light colors to
users.

 Please pay attention that the students are using

grammatical sentences when they make the practice.

 The activity may begin by inviting volunteer students to

role play in front of their classmates.

 Activity 3

This activity integrates reading and speaking skills.

Encourage the students to read the story individually,
and then to discuss in groups what the story is talking
about. As the kids often like stories, they will read and
talk about them with much interest.

SUGGESTED ANSWERS: The story is about a car

accident that happened as a result of a driver not
respecting the traffic light color rules. In principle,
drivers should stop driving when they see a red
traffic light. Unfortunately, this did not happen
according to the story. The story thus teaches the
students that it is so important for drivers to
respect traffic light rules to avoid road accidents.
SECTION 3: READING
In this section, there may be two types of reading; oral
or loud reading or silent reading, as the case may be. Or
both types of reading may be practised turn by turn.
This reading section like the reading in unit 1 has three

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phases of activities: pre-, while- and post-reading
activities. Activities in each phase have their own
purposes or skills to develop.

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BEFORE YOU READ

Activity 1

 As a warm-up activity, let students answer the questions

given just by guessing.

 At this stage, they are not allowed to read the passage

and answer by reading it. They should simply guess.
Reading comes later.

 They can do the activity better in groups or pairs.

 Accept any kind of answer at this stage.

Activity 2

 Let the students look at the illustrations given.

 They are required to match the illustrations with the people given.

 They better do this activity either in pairs or in

groups. SUGGESTED ANSWERS: 1. D 2. C 3.B
4.E 5. A AS YOU
READ

Activity 3

 Students are now allowed to read the passage once.

Then they will check if the answers they gave in activity
1 above are correct or not.

 They must do it by themselves.

 Provide feedback as a whole class.

Activity 4
 This is also a while- reading activity.
 Let the students look at the picture of traffic police.
 Let them tell their partner what the traffic police are doing.
 Then, let them read the passage given and fill in the
information table that follows with the correct
information from the passage.
 As they read, students will find out the correct details or
information to complete the table given.

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 Let them do this individually and then in pairs.
 Provide correct feedback as a whole class.

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SUGGESTED ANSWERS
Whistle system Classic traffic lights Smart traffic lights
Characteristics 1. Confusi 1. Pre- 1. considers the
/ n g, programmed, traffic situation
advantages/ ineffecti
ve inflexible 2. has a
disadvantages
2. Boring , communicatio
2. Caused
n platform
dangerous damage to
the
economy

Activity 5

 This is a continuation of reading for specific information or detail.

 Allow students to read the text again and find out the
correct answers to the comprehension questions set.

 The answers they give must be very brief; one or two words only.

SUGGESTED ANSWERS:

1. The smart one

2. Traffic policemen

3. Confusion, ineffectiveness, dangerous, etc.

4. Outside the British Houses of Parliament.

Activity 6

 This is a story reconstruction activity.

 Let the students take turns to retell the story of the

reading passage to their partners.

 Let them use the illustrations given to help them

remember the main points of the text.

Activity 7

 This activity depends on the loud reading of

sentences,unlike the previous activities which relied on

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silent reading.

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 Read aloud the three sentences given for you to read
out. In all the sentences there is at least one color name.

 Let students write down the name of that color as they

listen to you.

 Read out each sentence two times to make the task

clear for students.

The following are the sentences to be read out to the students.

1. Bad drivers drive even when they see the red traffic light.

2. My favorite color is green.

3. Yellow is a warning traffic light color.

SECTION 4: VOCABULARY

. This section encourages students to understand

words contextually.
WORDS IN CONTEXT

Activity 1

 Allow students to reread the passage.

 Let them match the words in column A with those

contextual meanings in Column B.

 Check if there is more than one answer or similar answers.

SUGGESTED ANSWERS: 1. D 2. C 3. A 4. B 5. E

Activity 2
 Allow students to look at the words given, all taken from
the above passage.
 Let them find at least one opposite word to each one of
them in the jumbled sentences given next to the words
to help students get some hints about the opposite
words.
SUGGESTED ANSWERS:

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1. interesting(in sentence E) 3. modern
(in sentence D)

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2. after(in sentence A) 4. slow(in
sentence C)
5.rarely(in sentence B)
SECTION 5: GRAMMAR
USING THE VERBS TO HAVE (HAS, HAVE) TO SHOW POSSESSION

Activity 1

 The focus of this activity is to make students practice or

learn some grammatical structure: structure of
possession.

 Let students read out those sentences first.

 Let them also look at the given pictures.

 Make some explanations about the examples given.

 Finally allow students to write out their own sentences

following the examples.

 All the sentences they write should show possession

only; what they have or what they do not have.

 Check variety in the students’ sentences.

 Please mark/correct sentences made by some of the

students in class.

 Write them out on the board and make corrections with

the rest of the class.
Activity 2

 Invite students to look at the pictures of the items given.

 Let them show the items they possess or they have only
by writing the pictures’ numbers.
Activity 3

 This is a continuation of practising grammar used for

expressing possessions.

Here the students will use a substitution table to construct various

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sentences. Explain what a substitution table is for students.

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A substitution table is when students are provided with a table giving
model sentences with a range of choices for learners to select from.
 Allow students to use the substitution table and write out or
produce as many sentences as they can from the table.
 Check that the sentences the students make are all
grammatical and show possession.
 Provide students with as many examples as they wish to
have to make the activity simple.
SECTION 6: WRITING

The teacher first gives students different model

sentences with the verb to have and then he/she
asks them to fill in the blank space in each
sentence with the correct form. Students will start
composing their own sentences however short the
sentences are at this stage.
WRITING CORRECT SENTENCES

Activity 1
 Encourage students to write their own short sentences
using the words given.
 All words given have been taken from the listening and
reading texts used in the unit.
Activity 2
 Here allow students to make a further practice writing
their own sentences using the verbs ‘have/has’.
 This time they are required to write their own
sentences using possessive structures given in the
instruction.
 Check that their sentences are grammatically correct.
 Discuss some sample students’ sentences by writing on
the blackboard with the rest of the class.
 Give correct feedback.

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UNIT FIVE:
RIVERS IN ETHIOPIA
Unit Learning Outcomes

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

 Listen to and respond to the listening activities

 Take part in conversation/dialogue activities in pair

 Talk about rivers in Ethiopia

 Explain what people are doing at a certain moment

 Express facts/general truth/habitual actions in the simple present tense.

 Use new words in the context of the topic

 write complete sentences by rearranging jumbled words or phrases

 Complete a guided
paragraph SECTION 1:
LISTENING

This section could take three sessions. In the first class the pre- and
while- listening activities could be done. In the second session , the
post-listening activity could be done. Students should be given time
to read the post- listening questions before you read the text aloud
to the students. Then, in the third session, the remaining activities
could be conducted.
Activity 1

Make students sit in groups and discuss the pre-listening questions.

You should assist them in answering the questions related to the
rivers in Ethiopia
.You should also convince them that their discussion is related
specifically to the text on Blue Nile/Abay/river.
Activity 2

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This activity makes students know new words that will appear in
the listening text. Encourage students to learn those words
already given in the box.

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Knowing their meanings in advance will help the students to easily
understand the listening text. So pre-teach those vocabularies
presented in the box.
Activity 3

This is an activity to be completed as students listen to the text.

This would make their listening purposeful. Make them read the
questions first and listen to the text to be read

SUGGESTED ANSWERS: 1.Blue Nile (Abay) River 2.Sudan 3. Oromia

and Gambella Regions 4. Benishangul- Gumz Region 5.
Mediterranean 6.The Nile 7.largest

LISTENINGTEXT 5 THE BLUE NILE (ABAY) RIVER

The Blue Nile (locally called Abay) River starts in the small
mountains of Gojam. Small streams from Gondar and Gojam
building one another go down making a big river.

The Blue Nile River is also formed by the tributaries that come
from the West Shewa Zone,Oromia Region. It also gathers
some other small rivers from Gambella region and flows down
to Sudan.

In Khartum, the Blue Nile meets the White Nile that comes
from Lake Victoria. Together they form the Nile River. The
volume of the Nile River becomes huge and it flows down to
Egypt. Finally, it ends in the Mediterranean Sea.
Ethiopia supplies a greater amount of water to the Nile River.
Other countries contribute a smaller amount of water to the
river.

Currently, our country is constructing the Grand Ethiopian

Renaissance Dam over the river. The dam is found in the
Benishangul- Gumz Region at a place called Guba. It is
believed to generate the largest amount of electric power in
Ethiopia. By selling electric power, Ethiopia will get a lot of
money every year. This money will help the country to develop
its economy.

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Activity 4

This is a post-listening activity, but students could be given

anotheropportunity to listen to the text. So tell them to complete
what they can and listen to the text again and do the rest of the
activities.

SUGGESTED ANSWERS: 1. In Khartum 2. By selling electric power

3.False 4.True 5.False 6. First,considerstudents’ attempt .It
generally talks about the source, the tributaries and the benefits of
the Blue Nile (Abay)River.
SECTION 2: SPEAKING

This lesson is meant to make students explore their surroundings

and tell about them. This could be done in a class.
Activity 1

This is a pair work meant to increase students’ participation. It is

related to what they know in their surroundings focusing on rivers
or streams, You should make each pair of students ask and answer
what they know. You should monitor this by going around and
reaching all pairs and assisting them.
SECTION 3: READING

The pre-reading and while-reading activities could be done in the

same class whereas the post-reading could be done in the next
class. The rest of the activities could be done in the other two
classes. This obviously depends on the capacity of the students to
exploit the topic and their competence in integrating what they
know with what they have read.
Activity 1

Students sit in groups to discuss the pre-reading questions. This will

make their reading purposeful and stimulates them to read the
material.
Activity 2

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Activity 4
Make students complete the information as they read through the material.

SUGGESTED ANSWERS: 1.Awash 2. the central high lands of West

Shewa Zone 3. Danakil Depression 4. irrigation, drinking and
generating electric power.

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Activity 3

As this is a post-reading activity you should encourage the learners

to do the activity by referring to the reading material.

SUGGESTED ANSWERS:

1. Banana, orange and sugar cane

2. During the Haile Selassie Regime

3. About 400 megawatt

Activity 4

This is an extended activity meant to motivate students to know

about other rivers in Ethiopia. Give this task as a take-home task.
This kind of activity helps students to explore something local. In
the meantime, they learn where to get reliable information. They
also learn how to ask for some information. So you should motivate
students to do the activity.
SECTION 4: VOCABULARY

This section could take two periods. In this section , you should as
much as possible assist the students in knowing the meanings of
words and remembering them and using them in different contexts.
Activity 1

This is words matching activity. The words are taken from the
listening and reading passages. The activity is meant to increase
students’ knowledge of new vocabularies. Help the students to
learn the contextual meanings of new vocabularies.

SUGGESTED ANSWERS: 1.E 2.F 3.A 4.B 5.D 6.C 7.G

Activity 2

This is a multiple-choice activity. The words given as options are

taken from both passages. This time students are given two options
to choose a word that can best complete the sentences.Encourage

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Activity 3
studentstodo it individually.In the end, give them the correct
answers.

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SUGGESTED ANSWERS: 1. streams 2.supply 3.volume 4.huge
5.tributary 6.contribute 7.flows 8.meet
Activity 3

This activity is a completion work. Encourage the students to read

again and again to find the contextual meaning of the words. Assist
the students on how a context could be useful to assign the words
given in the box to the blank spaces in the sentences. Finally, give
them the correct answers.

SUGGESTED ANSWERS: 1.originates 2.generates 3.travels

4.construct 5.power 6.grow 7.irrigation
SECTION 5: GRAMMAR
THE USE OF SIMPLE PRESENT TENSE

Activity 1

 This activity aims at familiarizing students with

the structure and uses of the simple present
tense in English.
 Allow students to study the tablet given; let
them discuss patterns and let them use the
examples given.
 Allow students to write outas many sentences as
they can from the table in their exercise book.
 Inductive learning is an approach adopted for
grammar lessons. After a series of exercises,
students are expected to learn its meaning and
form/structure. A small note about its functions
and structure has been given at the end of the
grammar section to assist the students to this
end.
Activity 2
 This activity further provides an opportunity for
students to practice both the structure and the
function of the simple present tense.

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 Focus on the general truth function among other
functions of simple present tense here.
 The substitution table will help students to manufacture

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as many sentences as they could.
 Check that the students are using the correct
subject- verb agreement in the simple present
tense.
Activity 3
 This activity helps students to practice the use
of simple present tense.
 It also helps students understand the meaning
of simple present tense.
 It is presented in the form of a game.
 Help your students play the game.
 Give them sufficient time.
 Encourage them to use alternative expressions
as shown in the example.
 Make sure that each student can tell time using
the chart and using the dialogue form given.
 Activity 4
 This activity aims at improving students’
knowledge of the use of simple present tense
 It makes them express habitual actions in simple
present tense
 Students will easily construct the sentences
because they know what they do regularly or
daily.
 First, let them copy the table below into their
exercise book.
 Then let them write one major activity that they
do regularly on each day of the week.
 Provide them with as many examples as possible.
Activity 5
 Encourage your students to make up five simple
present tense sentences using the words given
(all taken from the listening and reading texts
above) about the rivers in Ethiopia.
 Make sure the sentences they write are not very
long; they must be less than five words.
 Make sure gain all the sentences are written in
correct simple present tense grammar.

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 Please mark or correct some of the sentences the

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students write and provide feedback on the
blackboard to the whole class.
 Do not let students use words other than those
given there.
SECTION 6: WRITING
This section could be done in two periods. The students should
first do sentence writing and word ordering activities during the
first period. The guided activity could be done in the next class.
Sufficient time should be given to students to see each other’s
work and make improvements accordingly for the second and
third activities.

Activity 1
Ask students to study the given poster on the uses of water to
produce five sentences. Students will find the activity simple
and interesting as the students can easily pick the information
from the poster while enjoying the picture. Encourage them to
work individually. Check all their sentences for grammatical
accuracy.

Activity 2
Make students do this activity in pairs. You should explain what
reordering means and how the correct order could be achieved
in writing sentences. This activity is meant to make the
students construct meaningful /sensible sentences in the simple
present tense. While attempting to arrange the words into their
right order, students will observe the simple subject verb- order
in English. Finally, give them the correctly ordered sentences,
and let them copy them into their exercise book.

Activity 3
Activity 3 is a guided writing practice. The picture is a guide.
First, let the students observe the picture of the crow. Also, let
them look at the tile of the story. Then, let them read the
gapped text about the bird. Students can then possibly guess
words that could complete or make the story meaningful.

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UNIT SIX: CASH CROPS
Ethiopia is emerging as one of the popular nations in the world
in producing cash crops such as coffee. Especially the Western,
the Southwestern, and the Northern parts of the country are
very famous for the production of cash crops. In this unit,
students will be made familiar with popular cash crops in
Ethiopia. Taking the context of cash crops, several language
improvement activities have been developed in the unit.
Students are expected to develop their listening and reading
skills, both at scanning and skimming levels based on listening
stories that talk about cash crops. They will also learn
vocabulary related to cash crops within the context of reading
and listening.
The speaking and grammar activities consist of several
functions such as expressing likes and dislikes, forming plural
forms of nouns, and making up sentence units. There are
several model conversations and dialogues which students are
expected to work out. Like the other units in this unit also active
learning methods where the students take active participation
are encouraged to be used in classrooms. All the listening and
reading activities have to be done not at home, but in
classrooms as much as possible.

Unit Learning Outcomes

Please note that the following learning outcomes of this unit will
have been achieved by the time the course is over.
 Express their opinions on cash crop matters
 Interact with people in English both face to face and on the telephone
 Express their likes and dislikes
 Write complete and meaningful
sentences SECTION 1: LISTENING
In this section, students will put a tick mark against statements
based on the listening story. They also match words with

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pictures. Here also, follow general directions made for other
listening sections. The pattern for all listening sections is more
or less similar.

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LISTENING TEXT 6: THE COFFEE PLANT

Coffee is one of the most popular drinks in the world. It is also one of
the world major exports commodities. The Coffee plant is native to
subtropical Africa and islands in southern Asia, where it was then
exported to other countries to cultivate. Coffee originated from Ethiopia,
where it was first cultivated. The earliest drinking of coffee is recorded in
Yemen.
Today coffee beans are mainly produced in developing countries. These
are areas like South and Central America, the Caribbean, Africa, Asia and Latin
America. In Latin America Brazil is the world’s leading producer and exporter of
green coffee and instant coffee. United States of America is one of the most
coffee dependent countries in the world.

BEFORE YOU LISTEN

Activity 1

 This activity will help students to identify a coffee plant, and

distinguish it from other plants.

 Allow students to look at the different plant types in the

picture and tell you which one is a coffee plant.

 This activity may motivate students to be ready for the listening story.
Activity 2

 This activity exposes students to a very interesting activity

they might love, called “interviewing”

 This activity helps students to practice tag questions or give

short responses to questions, positive or negative responses.

 Check that they give an appropriate short responses.

 Do not allow them to simply say “yes” or “no” and then stop.
Encourage them to extend the questions by asking for

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reasons.

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 Encourage students to make mistakes if necessary.

 Provide them with some examples.

 Let them interview their partners about their likes and dislikes.

 Let them ask him/her the questions given in the activity and
let him/her say “Yes, I do.” or “No, I don’t.”

 Students should take turns with a friend during the interview process.

AS YOU LIST EN
Activity 3

 In this while listening activity, students are encouraged to

understand specific points.

 Then, allow them to match items in Column A with items in Column B.

 Provide correct responses after the students finish working

out the activity.
SUGGESTED ANSWERS: 1. E 2. D 3. F 4. A 5. C 6. B 7. G
Activity 4

 This activity aims at improving the skills of students’

understanding of words from context.

 Allow students to match those words in the Left column with

those that are found on the right.

 Make sure that the answers the students give are all
contextual answers only, words as they are used in the
listening story.

 There might be meanings of those words which are not contextual.

 The focus here is the ability to find the meanings of words as

per the context.

SUGGESTED ANSWERS: 1.D 2.E 3.A 4.B 5.C

Activity 5

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 This is a vocabulary development activity.

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 Let the students match the pictures given with the appropriate word.

SUGGESTED ANSWERS: Picture1: flower; Picture2: Sunflower;

Picture3: cotton; Picture4:sesame

AFTER YOU LISTEN

Activity 6

 This is a post-listening activity that encourages students to

remember details from the story after they finish listening.

 Students are required to understand very specific points and

to use also the notes they might have taken during the
listening and decide if those given statements are true or
false.

 Finally, provide oral feedback at a class level.

SUGGESTED ANSWERS: 1. True 2. True 3. False 4. False 5. False

SECTION 2: SPEAKING
This section is meant to create opportunities for students to
talk such as about coffee ceremonies and introduces like and
dislike expressions through short dialogues. Students are
required to imitate model conversations and dialogues in
many cases and then build their own conversations or
dialogues.
TALKING ABOUT COFFEE
Activity 1
 Let the students look at the picture of the coffee ceremony given.
 Then, let them describe the picture to a partner.
 Their description should focus on what is happening,
who is making coffee, and the different objects seen in
the picture.

Activity 2

This activity integrates observing, writing and speaking

activities. Let the students first write the description of an

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object parallel to the given description. Then, encourage them
to present the description orally to their classmates.

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Activity 3

Let students carefully study the common expression used to

talk about one’s likes and dislikes. Also, let them study the
example sentences presented after the poster. This activity
will equip the students with the necessary language for the
next dialogues on likes and dislikes.

Activity 4
 This is an extension of the activity above.

 In this activity, students are provided expressions that could

assist them to talk about their likes and dislikes and talk
content. Encourage the students to make use of the
expressions in the poster to produce similar sentences as the
examples.

Activity 5

 Let the students look at the picture of Simbo and Tulu facing
each other to talk.

 Make students imitate the dialogue presented by making a role play.

 Let them take turns of the characters and play out the dialogue.

 Finally ask students in pairs to develop or prepare their own

simple dialogue following the model.

 Their topic for the dialogue can be either tea

or milk. SECTION 3: READING
This section has a similar pattern to the reading lessons in
other units. Follow the general procedures which were
mentioned before to properly run the activities in this section
also. Here also students are required to read short texts and
provide answers to the various types of questions that have
different purposes. Make sure all activities will be done only
in class.

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BEFORE YOU READ

Activity 1

 This activity is a pre-reading brainstorming activity that just helps to

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arouse the students’ interest and make them interested to
read the passage.

 The topics of the reading text are all about cash crops.

 Encourage students to answer those pre-reading questions

only by guessing. They do not need to look at the text at this
stage.

 Make sure they write down answers in their exercise book

for later discussion with their partners.

 After the students finish answering, please provide feedback.

AS YOU READ
Activity 2
 At this stage, students are required to do a silent reading.
 The purpose of the reading is to get a general understanding
of the main points of the passage.
 But while they read or as they read, they also fill in the correct
information from the passage into the blank spaces in the
table.

SUGGESTED ANSWERS:

Uses of Cash crops Uses of Subsistence Examples of Cash Crops

Crops
It is an agricultural crop. Those grown as food for Coffee, pulses and
the producer's family oilseed,
It is grown to sell for
flowers, cotton,
profit
grains, sorghum,
millet, and corn

Activity 3

 This activity aims at helping students develop micro reading

strategies such as inferring and referring and understanding
detailed points about the passage.

 Allow students to first read silently and carefully and then

after they finish reading let them decide if the statements
given in the table are true or false.

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 They may re-read the text several times if they wish to get
correct answers.

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 Once the students finish answering, let them discuss their
answers with their partners.

 Give feedback at a class level.

Suggested answers: 1. True 2. False 3. True 4. True 5. True 6. True

7. True 8. True 9. False 10. True

AFTER YOU READ

Activity 4

 This activity culminates the reading section by exposing

students to further detailed reading skills for deeper
understanding or comprehension.

 Let them answer the following questions first by writing and

then discuss orally their answers with other students in class.

 Their answers are expected to be in short phrases and

sometimes in one word only.

Suggested answers:
 A bumper crop is a crop which is produced in large
supply somewhere in the world.
 Those who produce cash crops usually from the
developed world benefit from the international/global
setting of prices for cash crops.

 These days countries’ interest in large profits is

increasing and there is a tendency to produce only cash
crops in many countries.
SECTION 4: VOCABULARY

This section focuses on improving students’ skills

of understanding words for context. Students may
need to refer back to the reading text so that they
can guess best the meanings of those words
underlined from the context.

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WORDS IN CONTEXT

Activity 1

 Help students look at the underlined words in the reading passage.

 Allow them to match those words on the left with those on the
right based on the way those words on the left are used in the
passage.

 Provide feedback on correct answers at the end.

SUGGESTED ANSWERS: 1. B 2. C 3. F 4. D 5. G 6. E 7. A

SECTION 5: GRAMMAR

This section focuses on the grammar of the plural

formation of nouns. Students are required to either
convert plural nouns to singular nouns or singular
nouns to plural nouns.

PLURAL FORMATION

Activity 1

 Allow students to look at the illustrations and the examples given.

 Let them identify which nouns are singular and which are
plural by putting a “tick” mark in the table.

 Help students identify which nouns are singular and which

nouns are plural in this activity.

 Signal to the students the plural markers (-s or –es) or

irregular plural formation as much as you can with further
examples.

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SUGGESTED ANSWERS:

No. Nouns Singular Plural

1 Boy √
2 Tree √
3 Potatoes √
4 Men √
5 Girls √
6 Women √

Activity 2

Let the students match the plural nouns on

the right with the pictures given on the left
side.

SUGGESTED ANSWERS: 1. B 2.A 3.C 4. F 5.D 6.E

Activity 3
Allow students to change the above plural nouns into
singular ones.

SUGGESTED ANSWERS: 1. tooth 2. sheep 3. ox

4. bird 5. donkey 6. Cow

SECTION 6: WRITING

WRITING CORRECT SENTENCES

Activity 1

 Explain to the students that the words here have been taken
from both the listening and the reading texts used in the unit.

 Help students make up five short sentences of their own using

those words.

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 Their sentences should have less than four or five words.

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 Let the students write down their answers in their exercise books.

 Provide feedback on the sentences written out by some students.

Activity 2

 Encourage students to make up ten sentences of their own

using singular and plural nouns given for this activity (see the
list of those nouns in the textbook) and the right verbs with
them.

 Provide feedback to as many individual students as possible

regarding correct grammar.

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UNIT SEVEN:
CUTTING TREES
Unit Learning Outcomes
At the end of this unit learners will be able to:

 listen to a short text and complete the information accordingly

 explain what people do in their environment

 Give contextual meaning for the new words in the text.

 Comprehend the main idea in the reading text

 complete sentences /text using the correct words

 Write short and simple sentences about the uses

of trees SECTION 1: LISTENING
As usual, the first class could be used for the pre- and while-
listening activities. The post- listening activity could be done in
the next class. The third class could be used for doing the
other activities.

Activity 1

Make students form groups and discuss the pre-listening

questions .You should also teach them the meanings of the
new words presented. Please check also their understanding
of the effects and causes relationships.

Activity 2

As students listen they are required to jot down reasons for

cutting down trees. Alert them about what is expected of
them. Then, read aloud the text.
SUGGESTED ANSWERS:
1.To get firewood.
2.To get farmland.

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3.To construct or build houses.

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LISTENING TEXT 7: WHY DO PEOPLE CUT TREES?

Cutting Trees

People cut trees for different purposes. Some people cut

trees to get fire wood for cooking their foods. Others cut trees
to get farm land for growing crops. Still some other people
cut trees for construction purposes, that is, for building their
houses.

Cutting trees has different problems. It destroys the forests

we have. There will not be rain resulting in dry places and
deserts. Animals will die or migrate to the neighboring
countries. The people cannot grow crops. They then migrate
to another country in search of better places for survival.

To control these problems, people should not cut trees. They

should not also burn them down. They should protect trees.
They should also
plant seedlingAsc. tivity 3

Activity3

It is a post-listening activity where students are required to

complete the required spaces with correct information from
the listening text about the problems of cutting down trees.
Finally, consider students’ attempts and give them the right
an swers. They, then, could write out complete sentences in
the given spaces in their exercise books.

SUGGESTED ANSWERS:

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1, It destroys the forests we have.
2. There will not be rain resulting in dry places
and deserts.

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3. Animals will die or migrate to another
country. 4.People cannot grow crops.
Activity 4

This is also a similar post-listening activity that demands

students to fill the given spaces with the correct information
from the listening text on how to control the problems of
cutting down trees. Assist the students to complete the spaces
in their exercise book with complete sentences.

SUGGESTED ANSWERS:
1. People should not cut trees
2. They should not burn down trees.
3. They should plant
trees. SECTION 2: SPEAKING
This section could take four sessions. Two of the periods could
be used for doing the first two activities and the other two
periods could be used for doing the two other activities. This
does not however in clude the time students spend
interviewing people in their areas.

Activity 1

This activity engages students by giving question and

interviewing people about the uses of trees in the students’
own areas and reporting the uses in the next class. For this
particular time make students interview each other about
what uses they know. Then, make them write out sentences.

Activity 2

For this activity, pair up students to practice how to introduce

someone to a friend. Later three volunteer students could be
used to demonstrate a similar dialogue in the class.

Activity 3

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This activity is an extension of the previous activity. Make each pair of

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students do this activity by themselves. Remind the students
to make use of the different expressions provided in the table
for introducing someone to a friend and for replying when
they are being introduced.

Activity 4

This activity allows students to practice saying Goodbye

through the given dialogue. This will make them prepare a
similar dialogue by themselves with confidence for the next
activity.
Activity 5

Explain the conversation on parting or departure. Remind

them to carefully study the various ways of saying goodbye as
presented in the poster. Then, make them practice in
conducting a similar dialogue to Activity 4 above.
SECTION 3: READING
In this section, you could take two periods. The first period
could be used to do the pre-reading and the while-reading
activities. In the next class, the post- reading activity could be
done.

Before you read

Activity 1

Group students to discuss the pre-reading questions. Go

around seeing the extent to which students are discussing the
questions. Then you should move on to the while reading
activity.

As you read
 Activity 2

This is a while reading task. Make the students to answer the

questions during the first reading session.

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After you read
Activity 3
This is a post-reading activity. The activity allows the students
to relate the text to their own environment. Encourage
students to check their

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current environment for the existence of those effects of
cutting down trees.

SECTION 4: VOCABULARY
This section would take two periods. In the first session , they
should be made to see the contextual meanings of words. You
should show them how they could get their meanings from the
context. In the next class, the other activities could be done.

Activity 1

This is a matching activity that makes students find the

meanings of some words as they are used in the reading text.
Later give them the correct answers.

SUGGESTED ANSWERS: 1.B 2.D 3.C 4.A 5.E

Activity 2

This is a multiple-choice activity on the new words taken from

the reading passage. After students have tried, give them the
correct answers.

SUGGESTED ANSWERS: 1. attractive 2. hot 3. dry

4. washes 5. results
Activity 3
In this activity, another group of words are given to
be filled in the blank spaces in the given sentences.

SUGGESTED ANSWERS: 1. climate 2. Tourists 3. hot 4. land 5.

barren
SECTION 5: GRAMMAR
This section could be done in two periods. In the first period,
you should explain the concept of comparing and contrasting
two or more things. You should also make them attempt to
write out sentences that show the comparison and contrast. In

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the next class, they should write sentences that show the full
information about the comparison and

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contrast. Also, feedback could be given in this same session.
Activity 1

Make a comparison of the advantages and disadvantages of

cutting down trees .You should also explain how the
sentences are constructed using the example sentences.

SECTION 6: WRITING
This section requires two periods. In the first session , the
students should be made to read a story and look for moral
lessons. In the second session, they should be made to
brainstorm on the uses of trees and write out sentences. They
should also compare their sentences with another group’s
sentences.

Activity 1

This is the activity that is believed to involve the students to a

greater extent. Children naturally like or enjoy reading stories.
Through stories, students acquire lots of useful lessons. The
moral lesson of the story is that some people in society could have bad
ideas such as cutting down trees. But, through discussions, they could
be convinced or made to change their mind. Students can also learn
that cutting down trees would affect the lives of wild animals since it is
their home. Thus, cutting down trees is a bad practice.

Activity 2

Explain to students how they write out sentences on the uses

of trees. This activity makes students write out sentences on
the uses trees using the notes given. Give them some time to
write their sentences.

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UNIT EIGHT:
THE ETHIOPIAN NATIONAL FLAG
Children need to develop a strong sense of responsible
citizenship and love for their country right from their times of
early schooling. One of doing this is to teach them respect for
their country and people through respect for their country’s
national flag. This unit has a number of collections of listening
and reading texts that feature the national flag of Ethiopia. All
language skills development and grammar and vocabulary
activities have been organized around this thematic issue of
the Ethiopian national flag. The teacher has a unique
responsibility to help children develop a love for their country,
people and the national flag. All speaking and wring activities
are organized on this important theme.

Unit Learning Outcomes

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

 Describe the colors and symbols related to the Ethiopian flag.

 Discuss issues with their partners

 Read and do comprehension questions

 Use present continuous tense appropriately

 Guess the meaning of new vocabularies from the context.

 Write simple and correct

sentences. SECTION 1: LISTENING
In this section, learners will listen to a listening story which is
about the Ethiopian national flag. Like the other listening
sections, students will work out various pre-, while- and post-
listening activities. Usually, students are expected to do the
activities first in pairs and then in small groups. You may

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develop your own listening material by recording yourself in
advance the given text or you may read out the listening story
to the students in class.

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LISTENING TEXT 8: THE ETHIOPIAN NATIONAL FLAG

The Ethiopian national flag is one of the most

recognizable flags in the world. It is a horizontal
tri-color of green, yellow and red colors. The
green color is equated with labor, development,
and fertility. Yellow stands for hope, justice, and
equality. Red represents sacrifice for freedom and
equality.

The flag has the National Emblem at the center.

This emblem is designed to symbolize the unity
and diversity of Ethiopia. The national emblem
at the center is a golden pentagram on a blue
disc. The star represents the unity of all
Ethiopian nationalities; its rays show the bright
prospects and prosperity of Ethiopia.

BEFORE YOU LISTEN

Activity 1

 As preparation for the listening, you are expected to

bring into the class as many national flags as you can
find. You could bring real or pictures of the flags of
various countries such as the ones indicated in the
students’ textbook before this activity begins.

 Invite the students to look at each flag one by one and

then answer the questions set as regards those flags
they look at before them.

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 First students attempt to answer the questions
individually and then they will discuss the answers in
pairs.

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 As this issue of the national flag is very sensitive in
Ethiopia currently, you should be very careful in your
words when you discuss the national flags with students.

 Respect the students’ opinion whatever opinion they

may have as regards the flags.

SUGGESTED ANSWERS:

1.Most of the countries are from the central and eastern parts of
Africa.

2.Green, yellow and red colors are found in the flags of

countries such as Ethiopia, Mauritius, Seychelles,
Zimbabwe, etc.

3.At the center of Somalia’s national flag we find a white

star mark. 4.Both flags have a blue color and a star.

5.Only two

6. Help the students to understand those words listed in

the students’ textbook. Learning their meanings will
greatly assist the students to understand the listening text
ahead very well.

Activity 2

 This activity is a game activity based on nationality and

national flags.

 By simply looking at the national flag, students may speak

their nationalities.

 Let them look at the national flags’ given in the table

and the example presented and then make conversations
with their partner.

 Let them ask “Where are you from?” and respond “I am from….”

 It is just a factious role play.

 Check their grammar while they do so.

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Activity 3

 Bring the current national flag of Ethiopia into the

classroom or use the picture of a flag given for this activity
in the students’ textbook, and invite your students to
describe the flag such as its colors, what is at the center,
the meaning of the colors, etc.

 Ask students to refer to the Constitution of the Federal

Democratic Republic of Ethiopia, or a book in the library or
on the internet about the meanings of the three colors of
the national flag (perhaps as homework) for better
understanding.

 Accept as many opinions as possible.

 For more clarity of speech, students may use the frame of

speech or description given in activity 4 below.
SUGGESTED ANSWERS:

 The national flag of the Federal Democratic Republic of

Ethiopia has got three colors. These are green, yellow and
red. The green color symbolizes or shows development,
labor and fertility while the yellow color symbolizes hope,
justice and equality. The red color symbolizes patriotism,
sacrifice for freedom and equality. The emblem at the
center of the flag symbolizes the unity and diversity of
peoples, nations and nationalities of Ethiopia.
Activity 4

 Allow students to speak or find out what colors the

regional state (where they live) flags have from top to
down?

 Let them explain to their partner the meanings of each color.

 In case students may not be able to speak the colors of

theirregional state flag, ask them to refer to a regional
state constitution or books or the internet to find out the

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correct information.

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AS YOU LIST EN

Activity 5

 In this activity, students are required to listen for details.

 The listening text is entitled “The Ethiopian National Flag”

 In the meantime, they can also look at the picture of

Ethiopian national flag given in activity 3 of the students’
textbook.

 Also teach these words: recognizable, tri-color , equated ,

emblem , symbolize and represents before starting reading the
listening text.

 As they listen, they must do the activities here; match the

ideas and contents on the left with those on the right.
SUGGESTED ANSWERS: 1.F 2.E 3.B 4. A 5.D 6.C

Activity 6

 This activity aims at improving students’ skills of

understanding contextual meaning.

 Allow students to listen to the story again and let them fill
in the most appropriate word from the word bank in the
blank spaces given in the sentences.

 Finally, provided feedback for correct answers.

SUGGESTED ANSWERS: 1.designed 2. tri-color 3. represents 4.unity
5. equated

AFTER YOU LISTEN

Activity 7

 At this point, students must have listened to the story several times.

 But in case the students wish to listen to the story once

more, they may be allowed for further critical listening.

 After completing listening as many times as required,

students will decide if the statements given are true or

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false.

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SUGGESTED ANSWERS: 1.True 2.False 3.True 4. False 5.True

SECTION 2: SPEAKING

TALKING ABOUT THE MEANINGS OF THE COLORS OF THE

ETHIOPIAN NATIONAL FLAG

Activity 1

 Let the students study the dialogue given about the

Ethiopian national flag.

 They can look at the picture of Beshir and Medina who

are talking about the flag.

 Let all students take turns with theirpartners to read out

the dialogue as it is.

 Finally, invite two students to come to the front of the

class to role- play as a model activity.

 Encourage and appreciate students’ attempt however

poor the attempts might be.

DESCRIBING THE PURPOSE OF THE NATIONAL FLAG

Activity 2

 The aim of this activity is to support students make a

description of something.

 In this case, they will be invited to describe the

purpose of the Ethiopian national flag.

 Before they start describing the purpose of the flag by

themselves, they are required to read carefully the notes
given and study them.

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 Then, they will reorganize the notes in the form of a short speech.

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 Finally, each student will make a speech thatdescribes the
purpose of the Ethiopian national flag.

 Students need not recall all points. Recalling just a few

that might be sufficient for their speech.

SUGGESTED ANSWERS: Dear my classmates, Now, I am

going to tell you some of the purposes of the Ethiopian
national flag. First, the flag can be taken as one of the
common national symbols. Second, the flag represents or
symbolizes the entire country and people. Third, the flag is
flown by all citizens of Ethiopia. Fourth, it is also an
emblem of freedom. Therefore. our flag is the most
cherished symbol for our country.

SECTION 3: READING
The reading lessons in this section have similar structures
and functions to the previous reading lessons. Follow the
same procedures and patterns.

BEFORE YOU READ

Activity 1

 At this stage as a preparation for reading, invite

students to answer the questions given simply by
guessing.

 Encourage also students to look at the picture of

flag-raising ceremony by students at school.

 Their guess can be correct or not. This does not matter.

 Let them write down their answers in their exercise books.

AS YOU READ

Activity 2

 Allow students to read the passage which is about

the Ethiopian national flag.

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 As they read they also take correct information
from the reading text and fill in the blank spaces
given in the table.

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 Some information is already given in the table to
help students start.

SUGGESTED ANSWERS:
Time Activity /the kind of flag introduced Action done by

October 6, by Emperor Menilek

1897 II
In 1987 Marxist symbol to the Ethiopian The revolution a
national flag was added ry government

1996 a central blue disk with a yellow Federal Democratic

outlined and
Republic of Ethiopia
a rayed star was introduced

Activity 3

 Now students are expected to do the detailed reading.

 After they complete the reading as many times as

they can, they have to decide if the statements
given in the activity are true or false according to
the information in the passage.

SUGGESTED ANSWERS: 1. True 2. True 3. True 4. True 5. False

AFTER YOU READ

Activity 4

 This is an extension of reading for comprehension.

 Students are required to show their understanding of

the text by answering the given comprehension
questions individually.

 Let them write down their answers in their exercise books.

 Finally provide correct feedback as a class.

SUGGESTED ANSWERS:

1. Due to changing governments and political parties

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2. No.

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3. Menelik II

4. No. The change has been simply a change in their

order of appearance

SECTION 4: Vocabulary
WORDS
IN
CONTEXT

Activity 1

Let the students look at the words written in bold in the

sentences given in pairs or groups. Then, let them choose
one word among the two options which has the nearest
meaning to the word in bold type given in parenthesis.
Students may find the exercises simpler as the distractors
given are only two.

Provide class-level correct feedback at last.

SUGGESTED ANSWERS: 1.A 2. B 3.B 4.B 5.B 6.A 7.
A SECTION 5: GRAMMAR
This section should take four periods. Attempts should be
made so that the students internalize/ know the meanings
and functions of the present continuous tense in different
contexts.

Activity 1

Explain the meanings and functions of the present

continuous tense. Also, show them the structure of the
sentences as is presented in the examples. In the same way,
ask students to give you similar sentences.

Activity 2

Make students refer to the pictures to write out sentences

by using the correct verb to be forms.

SUGGESTED ANSWERS: 1.are 2.is 3.is 4.is 5.is 6.is

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Activity 3

Ask students to work in pairs or groups to match the

activities with the sentences. In the end, you should give
them the correct matching.

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

Activity 4
This activity reinforces the previous activities.
Make students work together to produce
sentences based on the given pictures.

SUGGESTED ANSWERS:
1. She/the girl/ the woman is washing clothes.
2. She /the girl is reading a book.
3. She /the girl/the woman is cooking food.
4. He/the boy is riding a bicycle.

Activity 5

Make students produce sentences of their own about what

their classmates are doing at the time of speaking or right
now in class. Encourage students to make true sentences.
Lastly, let students read a short note about the use and form
of the present continuous tense to help them internalize its
meaning and structure.

SECTION 6: WRITING
WRITING CORRECT SENTENCES

Activity 1

 First, remind the students of the meaning of the words

listed in the textbook .The words are all related to the
meaning of the Ethiopian National Flag. Then,
encourage them to write five sentences of their own
using these words.

 Check all the sentences they constructed for

grammatical accuracy.

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UNIT NINE:
RESPECTING EACH OTHER
The 21st century when we live requires developing in our
students the ski lls and competencies of what is known as global
citizenship. Local, national and international cooperation and
collaborations are important to bring all people together and live
in unity and harmony. The building blocks for greater
cooperation and partnerships are understanding people’s
interests and respecting others. Our students should respect
themselves, respect one another and respect people in their
communities even those in remote distances as well. Without
respecting other peoples’ preferences, opinions and attitudes,
we cannot be respected and we are not able to lead a stable
social life. Respecting others is one of the best instruments to
manage diversity issues. This unit attempts to teach our
students the skills of respecting others and how to live with
others peacefully

Unit Learning Outcomes

Please check that the following
learning outcomes are met in
this unit. The learner will be able
to:

 Listen to a text about respect and respond to questions

 Talk about issues on making respect

 Read on respect and do comprehension questions

 Get meanings of words in a context.

 Talk /write about simple future tense.

 Write simple and correct sentences.

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SECTION 1: LISTENING
This section focuses on the theme of respect. All language
activities have been organized around this theme. Students
listen and read about respecting themselves and about
respecting each other. The grammar, speaking, writing and
vocabulary activities have language inputs that will enable
students to talk and write about respect in English. The teaching
strategies you follow are more or less the same as other units.
But this unit appears to be more demanding in terms of
cognitive skills as other units are believed to have so far in
creased students’ level of understanding language skills and
abilities.
BEFORE YOU LISTEN

Activity 1

 Before you begin this activity, invite

students to look at the two posters
presented for this activity.

 Let them do the activities in the two posters.

 Then, allow students to try answering the

questions given first in writing and
individually and then discuss their answers
with their partners in pairs or groups.
 Encourage them to provide whatever answer they think is correct.

 Ask the differences and similarities between the two posters.

 Encourage students to respect their

partners’ answers whatever the answers
are. Respect begins from here!
 Tell the students that they are making
preparations to listen to a story about
respect ahead.

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LISTENING TEXT 9: LISTENING TEXT 9: RESPECT

Respect is a broad term. Experts interpret it in different

ways. Generally speaking, it is a positive feeling or action
expressed towards something. Furthermore, it could also
refer to something held in high esteem or regard. Showing
respect is a sign of ethical behavior. Unfortunately, in the
contemporary era, there has been undermining of the value
of respect. Most noteworthy, there are two essential aspects
of respect. These aspects are self-respect and respect for
others.
Self-respect refers to loving oneself and behaving with honor
and dignity. It reflects respect for oneself. An individual who
has self- respect would treat himself with honor.
Furthermore, lacking self- respect is a matter of disgrace. An
individual, who does not respect himself, should certainly
not expect respect from others. This is because nobody
likes to treat such an individual with respect.

Activity 2
 Please note that Ethiopia is a country of different
ethnic groups living together. And explain this fact to
your students
 The pictures given there demonstrate the dressing
culture of different ethnic groups in Ethiopia.
 Make the students aware of the cultural differences as
shown in those pictures.
 Let the students look at the picture and answer the
questions that follow in a group of three.
 Encourage them to provide as different responses as possible.
 Tell them to respect other students’ answers as well.

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AS YOU LISTEN

Activity 3
 Now the students should be ready to listen to the
text/see the listening text above/.
 Get them ready for the listening by making them read
the questions there before they start listening.
 Make sure they understand all the questions there. And
ask them if they have any problem.
 Now, start reading out the listening text or play the
tape if it is recorded ‘
 Let the students listen to the text and at the same time
or parallel answer the questions.
 Let them choose the correct answer from the given choices.
 Finally, provide feedback on the correct answers.

SUGGESTED ANSWERS: 1.B 2.A 3.B 4. A

Activity 4
 Let the students listen to the text for the second time.
 Make them take notes down as much as possible.
 After they finish listening to the story, help them identify
the main ideas of the listening story by using the
outline given in the box in the activity.
 Let them discuss their answers in pairs after they
complete answering.

SUGGESTED ANSWERS:
The text is about respect. First, it gives the definition of
respect. It defines respect as a positive feeling or action
expressed towards something. Then it mentions two types
of respect. Finally, the story explains self-respect as loving
oneself and behaving with honor and dignity. If we do not
respect others, we are told in the text that we should not
expect respect from others as well.

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AFTER YOU LISTEN

Activity 5
 In this activity, you find words taken from the listening story.
 As one of the objectives of exposing students to a
listening story is also to teach them vocabulary in
context, allow students to guess the meanings of those
words as they were used in the listening story and
complete the blank spaces in the given sentences with
the most appropriate word.
 Before trying to answer, encourage students to first read
silently all the sentences given.
 This activity is purely individual activity.
 Finally, provide correct answers to the activity as a whole class.

SUGGESTED ANSWERS: 1. regard 2. individual 3.

disgrace 4. honor

5. self-respect 6.broad;
7. positive
Activity 6
 For this activity to be done, students should listen to
the story for the third time.
 This time you are advised to read out the story at a
reasonable speed, not too fast as students are required
to extract details from the story.
 After completing listening to the story, students will
answer the true/false questions given individually.
 Finally. let the students compare their answers with
their partners.
SUGGESTED ANSWERS: 1.True 2. True 3. False 4. False 5. True

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Activity 7
 Tell your students the different forms of respect.
 In addition to what is mentioned in the listening story,
there are also other forms of respect.
 Let the students look at the pictures given for this
activity and match them with the types of respect
given.

SUGGESTED ANSWERS: A. picture 1 B. picture 4 C. picture 2

D. Picture 5 E. Picture 3
SECTION 2: SPEAKING
The speaking section plans to provide vocabulary and
content inputs to students so that the students engage
themselves in short conversations and dialogues. They are
encouraged to use words from the stories used for listening
and wring purposes in this unit. The teacher needs to
downplay grammatical and vocabulary accuracy as long as
the students are confident to engage in their own way in
the activities, dialogues, role plays and questions and
answers.
TALKING ABOUT RESPECTING PARENTS AND TEACHERS

Activity 1
In this activity, students will take turns to play a
dialogue. So the activity is entirely a pair work.
 Go around each desk or chair and check that all
students are taking turns in working out this activity.
 Finally, focus their attention on the expressions and
words in the dialogues that show or signal politeness
or respect to the audience.
 Make a list of those words and phrases and teach the
students how to use them.
 Look at also the table that contains advice on how to
respect people in conversations.

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Activity 7
 Please discuss all the points given there with the students.
 You may also use the mother tongue or the students’
language sometimes to explain those concepts to the
students

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Activity 2
 Invite students to again look at the conversation in
Activity 2 between the female teacher and a student
named Bekele.
 Let them list down in their exercise book the words
and phrases that show respect or politeness.
 Go around the class and check that the students are
doing the activity as per the instruction.
Activity 3
Tell students that there are a lot of expressions for
expressing or making respect. Encourage them to study the
table to this end. The following are words and phrases used
in the conversation between Bekele and his teacher to show
respect. my pleasure, thank you, respect, could, kindly, sir, etc.

Activity 4
This activity makes use of stories for developing students’
speaking skills. Besides learning to speak, students could
get moral lessons as tales often help educate children by
embedding morals in them. The story in the textbook is
about two animals that decided to conduct racing. Let the
students read the story first individually. Then, make them
discuss it together to find out the moral of the story. Let the
students report to the class. Please remind the students to
study the opinion transitions in advance and make use of
them while offering opinions.

SUGGESTED ANSWER: The story could convey various moral

lessons. One lesson that the story teaches is how important
is to respect others well and how disrespecting will hurt us.
In other words, don’t underestimate people. Also, do not be
deceived by someone’s physical appearance/look.

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SECTION 3: READING
Gradually emerging from phonic reading and loud reading,
in this section students are required to engage in silent
reading of very small and short texts of not more than five
paragraphs. The students are required to go through all the
phases of teaching and learning reading so that eventually
they become good readers in terms of reading and best
comprehending a given text. Remember the purpose of
silent reading is just comprehension, reading and then
understanding and taking action. The reading text in this
section is also exploited for improving students’ knowledge
of vocabulary and wring in context.

BEFORE YOU READ

Activity 1
 Let the students answer the questions set
for this activity before they read the
passage for this unit about respect.
 The questions are all brainstorming
questions that prepare the students for the
reading task.
 Encourage them to forward any idea or answer they
have in freedom.

AS YOU READ

Activity 2

 This is a while-reading activity where

students read and at the same time
answer questions that do not need
critical reading.
 The content of the reading story is mutual respect.

 Encourage your students to read and

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as they read extract details from the
reading passage and fill in the blank
spaces in the table.

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 Some answers or details have already been given to
encourage students.

SUGGESTED ANSWERS:

Topic/idea Location of the topic/idea

Listening to people is good. Paragraph 2
Respect for people in authority Paragraph 4
Respecting religious/political views
List of people to be respected Paragraph 1
Conclusion Paragraph 5

Activity 3

 Encourage students to read the passage

again reasonably slowly butnot too slow
and decide if the statements given in
this activity are true/false.
 This is an individual activity, but they may
discuss their answers with theirpartners
after they finish answering individually.
 Finally provide correct answers as feedback.
SUGGESTED ANSWERS: 1.False 2.True 3. True 4.True
5. True 6. True 7.True
AFTER YOU READ

Activity 4

 This is a post- reading activity.

 Now the students have tuned off the reading text as

they have read it several times.

 They are required to answer the

comprehension questions set here solely
based on their memory and recall capacity.
 Check the students are using short phrases
and sentences when they answer the
questions.

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 What is very important in this activity is just
to show a mark of understanding on the
students’ side irrespective of grammar
correctness.

SUGGESTED ANSWERS:

1. We cannot live peacefully and they do not respect us.

2. They are important people who have

deep knowledge and advice about
religion and living together.
3. By respecting theiropinions and interests and by
listening to them.

4. Examples include heads of big institutions,

mayors, ministers, etc.

Activity 5

 Encourage students to complete the

given blank spaces with the correct
information about the passage.
 Doing this will allow the students to capture
the summary of the reading story as this is
a post- reading activity.
 Finally, provide the answer key to the entire class.

SUGGESTED ANSWERS:

This passage is all about respecting each other. It

tells us that respect is essential or important for
living peacefully with other people. The passage also
tells us that we need to respect people such as
parents, relatives, teachers, friends, fellow workers
and authority figures. According to the passage, one
of the ways of showing respect is listening to others’
opinions and ideas. We have to give chance to other

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people to express their ideas and interests freely.
Other peoples’ religions or political views must be
respected.

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SECTION 4: VOCABULARY
This section aims at teaching vocabulary items in
context. The listening and reading texts provided in
this unit are believed to have provided students with
a reasonably good context for students to learn
vocabulary in context. We have two types of context:
sentence-level context and text-level context. A
number of activities are given to encourage students
to learn words in their contexts or to learn words as
they are used in contexts. In cases where sufficient
context appears to be lacking, the teacher is advised
to provide the students more sentence and text level
contexts from his /her own store.

WORDS IN CONTEXT

Activity 1

 This activity depends on text- level context.

 It encourages students to guess the

meanings of individual words from the
context of the passage.
 Thus, encourage the students in this
activity to match words with their
contextual meanings.
 First, let each student do the activity individually

 Then, let them compare their answers with that of a friend

 Finally, provide correct answers on the blackboard.

SUGGESTED ANSWERS: 1.G 2.F 3.D 4.C 5. B

6.E 7.A
Activity 2
This activity extends the range of learning the vocabulary of students.

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 It should be done in the form of homework.

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 It invites students to also learn vocabulary
not only from context but also from
dictionaries as well.
 Encourage students to refer to a
monolingual English dictionary (a
dictionary that uses only the English
language) and make a list of some
common synonyms they find for the word
‘respect’.
 On the following day, please check that they have done
this homework.

 List down on the board together with your

students the common synonyms the
students have brought to the classroom for
the word ‘respect’.
SUGGESTED ANSWERS: The following are some of the synonyms for the
word respect: But limit them to three or four common synonyms when
you write them on the board.

 esteem

 regard

 admiration

 approval

 appreciation

 recognition

 consideration

 thoughtfulness

 politeness

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SECTION 5: GRAMMAR

Grammar at Grade 3 level is best taught through two steps: first,

mechanical practice of structure or pattern of the grammar item and
next the use of that item in context or functions of the grammar item.
In order to help students learn patterns or structures or form, examples
sentences and substitution table have been provided in this section.
Following the structural practice however, students are required to
learn the function of that particular grammar item in a context or a
situation. The teacher is required to bring additional activities and tasks
to the classroom from the various grammar books and supplement the
given activities in the students’ textbook. The teacher is also required
to provide students with as many grammar inputs as possible for the
students to be able to master and use a particular structure either in
their speaking or in their writing.

THE USE OF THE FUTURE TENSE

Activity 1

 This activity assumes that students have already mastered or

had a good enough knowledge and application of other tenses
such as simple present and present continuous tense

 The activity builds on this background knowledge of students.

 Allow the students to study example sentences for this activity.

 Then, let them study the examples given and change the tenses
of the sentences into simple future tense.

 Let them write the answers in their exercise book.

Activity 2

 This activity makes students convert sentences in simple future

form into simple present tense form. The activity will give
students a chance to know the structure of simple present and
simple future tenses.

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 Let them write down their answers in their exercise books.

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 Activity 3
The activity is meant to involve the students to undergo further
practice on simple future tense through a substitution table. Finally,
students are provided with a grammar note on the simple future tense.
This will make the students learn the meaning and structure of the
simple present tense and compare it with their own generalizations
about the tense (if any).
SECTION 6: WRITING
This section attempts to provide students with learning activities that
focus on sentence and paragraph-level writing. Both the sentences and
the paragraphs they write however are expected to be very short and
simple based on their own understanding of the world; in this case,
respect and mutual respect. Encourage students to try all activities and
in some cases where the activities appear to be more challenging, you
may simplify the activities. Or, in cases where the activities appear to
be difficult, you may increase theirrigorby adding
additionalrequirements and language inputs.

WRITING CORRECT SENTENCES

Activity 1
This activity encourages students to use both words and grammar
items they studied in the unit and make their own sentences using
those inputs. Encourage students to write their own sentences related
to respect using the words listed for the activity.

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Activity 2

 This activity aims to further build the students’ ability to write

sentences into writing a simple paragraph.

 Encourage students to write a short paragraph about a person they respect.

 Let them explain in their short paragraph how they treat the
person they respect and how the person they respect treats
them.

 Let them write a paragraph of four or five sentences.

 Let them write the paragraph individually.

 When they finish you may invite some students to read out their
paragraphs to their classmates in the classroom.

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UNIT TEN: POTTERY
Traditional pottery- making is an old-age indigenous craft in Ethiopia.
Potters, who are often women, make different objects by using clay soil
as their main input. Pottery has a number of utilitarian and symbolic
functions among the Ethiopians where the product is used. The meager
income generated through pottery making has been used to support
the women’s families. Despite its significance, it is not taught in schools
and is not something many consider a true vocation. This unit employs
this important theme to teach listening, reading, speaking, writing skills
and sub-skills such as vocabulary and grammar. The listening and
reading texts have been selected to be from this thematic area.
Vocabulary and speaking lessons have also been developed in the
context of pottery making art.

Unit Learning Outcomes

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

 Listen to and match a story with objects

 Use words related to clay objects and construct sentences

 Talk/write about similarities and differences, and

 Write sentences using comparative

adjectives SECTION 1: LISTENING

This section could be done in two periods. In the first period, the pre-
and while- listening activities could be done. In the next period, the
post- listening activity could be done.

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LISTENING TEXT 10: A COFFEE POT

A Coffee pot is a locally produced small round object made from clay soil.
It has a long neck. It has a handle. On the circular part of its body, there is an openin

Water and coffee powder are put through the mouth of the pot. It then goes down to
lead which closes the mouth of the coffee pot.

A coffee pot is used to prepare coffee. Coffee drink prepared by coffee pot has good
coffee pot.

Activity 1
As this activity is a pre-listening activity, the meanings of some of the
words that appear in the listening text are given. Make students learn
these words before you go to the reading aloud.

Activity 2
Make students match the meanings of the words vis-à-vis the pictures.
SUGGESTED ANSWERS:
Picture 1,Water pot
Picture 2,Coffee pot
Picture 3,Cooking
dish Picture 4,Clay
tray
Activity 3
This is a post -listening activity. You should make students read the
text before you read aloud the text.

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SUGGESTED ANSWERS: 1. False 2. False 3. False 4. False
Activity 4
Make students answer the post-listening questions. Later give them
the correct answers.
SUGGESTED ANSWERS: Consider students’ attempts.

SECTION 2: SPEAKING
This section would take three periods. In the first period, the
students could brainstorm on the differences and similarities of
objects. In the next class, they could be made to write out their
sentences. They should also discuss what they have done against
what others have done. This would then take some time making the
total time three periods.
Activity 1
Put students in groups to identify the differences andsimilarities
between the two clay objects. Later write on the board what
students tell you abouttheir similarities and differences. Finally,
make them copy the sentences into their exercise books.
Activity 2
This activity should be done like the above activity.
Activities 3
Follow the same procedure in doing these
activities. SECTION 3: READING
This section would take two periods. In the first period, the pre-and
while- reading activities could be done. In the next period, the post-
reading activity can be done.
Activity 1

Put students in groups to discuss the pre-reading questions. Make

sure everybody is actively involved.
Activity 2
In this activity, first students read the questions and make them try
to answer them as they read.

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SUGGESTED ANSWERS:
1. In the rural area near Addis Ababa(The suburbs in Addis Ababa)

2. Two children

3. Mr Diriba

4. Soldier

5. No
6. She makes her living by making clay pots, clay dish es, coffee pots, etc.
Activity 3
After students have read the text, they should answer the given
post-reading questions. Go around monitoring the students’
progress in their attempt to answer the questions.
SUGGESTED ANSWERS:

1. Because she cannot feed them.

2. No, she is not

3. Consider students’ attempts. (e.g., one possible answer could

be: to organize and assist them to work for themselves.)

4. Consider students’ attempts. (One possible answer for example

could be: despite many challenges, one can make a living through
hard work.)

SECTION 4: VOCABULARY
This section would take only a period. The students could be made
to match the new object names/words with the functions given in a
single session.
Activity 1
Put students in pairs or groups to match the names of the objects
with their functions. You may need to tell the names of the objects in
the students’ own language .Finally, give the correct answers.

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SUGGESTED ANSWERS:

1. Clay tray. ..B

2. Clay dish….C

3. Coffee pot…A

4. clay pot……E
5. Flower pot …D
Activity 2
In this activity make students match the new words taken from the
reading and listening texts. Then, ask students to give you their
answers.
SUGGESTED ANSWERS: 1.G 2.D 3.F 4.C 5.E 6.A 7.I
8.H 9.J 10.B 11.K
SECTION 5: GRAMMAR
This section could be done in a period. Where possible the teacher is
advised to use additional activities for this or another section.
Activity 1
In this activity, explain the meaning and function of comparison
between two or more things. Explain the example sentences. You
could further develop your explanation by making three or more
students come out in front of the class and by asking students to
make comparisons among them. Encourage students to give you
comparative sentences. Write the sentences on the board. Finally,
let the students write four or five sentences by comparing their
classmates.

Activity 2
Ask students to complete the sentences in pairs or in groups. Then,
ask each student to give you the correct answers.

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SECTION 6: WRITING
This activity could be done in three periods. The concept of
comparison and the grammar related to making comparisons could
be done in a period. In the next class comparing real people in the
class could be done. In this activity, students would be fully involved
as everybody is expected to make such comparisons. In the third
period, the students would be required to compare their friends
around a home or their family members. Students should also be
required to compare two objects during the same period. You should
appreciate their effort and assist them where they require some
assistance.

Activity 1

In this activity, let the class compare the students given in the table,
with respect to theirage, weight, height, etc. Encourage students to
write as many sentences as possible. Assist the students by giving
them some vocabularies that they need for their comparisons.
Examples:
 For Age: older, younger, oldest, and youngest.

 For Weight-Heavier, heaviest

 For Height-taller, shorter, the shortest, the tallest

Activity 2
In this activity, students are required to write sentences comparing
two of their family members or friend around the home. Encourage
students to think of their friends around the home or their family
members. Go around and motivate them to do the activities as
required.

Activity 3
In this activity, you should put students in groups to compare the
two objects. The comparison should be made in relation to the size,
weight, the material they are made of, function, and

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strength/durability of the materials. Encourage the students to study
the examples sentences given and continue constructing other
sentences in the same way.

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English Language Syllabus

for Grade 3

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Unit One: My School (20periods)
Up-on a successful completion of this unit, children will be able to:
 Listen and respond to the given questions. Pronounce words related to classroom objects.
 Listen for specific information. Form questions.
 Reply to questions. Pronounce the given words on classroom objects.
 Spell out the given words related to classroom objects. Tell about the importance of classroom objects.
 Read for details. Evaluate the meanings of sentences.
 Produce 3 word oral sentences
Competency Language Item Learning strategy Assessment
Listening Learners use a list of Use peer
Listen and respond to the Response: It is . picture-based classroom assessment
given questions. Call out the names of classroom objects when objects. technique
Pronounce words related to their pictures are displayed. Discuss in pairs about the (students can
classroom objects. Speaking: Speak about the importance of classroom objects. assess one
importance of classroom Learners will be given a list of another)
Listen for specific objects. sentence texts. Use
information. We use a chair to sit on. We use a table Identify the list of major themes. questio
Form questions. to write on Reading Adequate list of words-related to ning techniques
Reply to questions. Reading: Read two sentences text house objects will be used. and give
Pronounce the given words Read and identify names of classroom They should be given the constructive
on classroom objects. objects they have heard in the text. pictures of possible list of feedbacks;
Identify the major themes in reading text.

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Vocabulary classroom objects. Assign students
Pronounce words related to classroom objects. in role play
Use pictures and write the names of picture- activities and
words. make
Grammar: continuous
Analyse meanings of sentences containing observation.
a list of classroom objects.
Teacher: May I take this chair? Checklist / rubric
Student: Yes, you can . Teacher: May and giving
I take this table? Yes you can. feedback
Writing
write down the names of the classroom objects. Scaffolding
Construct a 3 word oral sentences.

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UNIT-TWO: MONTHS OF THE YEAR (20 periods)
Learning outcomes: At the end of this unit, learners will be able to:
 Listen to listening texts.
Tell what parents buy to their children in the month of September.
Respond to ‘wh’ questions.
.Sing songs of months of the year.
Use adverbs of time to express the sequence of months of the year.
Write a five sentences paragraph/
Competency Language Item Learning strategy Assessment
Listening predict Listening .Revise days of the week using .Check if students recall
what will be included questions like: What is the day
Listening a text about the days of the week Ask the
in a listening text. today?, What was the day yesterday?
month September week
Listen and do listening . Listen to the listening text and answer
activities. Speaking
the questions from the listening text.
.Asking and responding
.Report results of group .Go round and check
about what parents buy to
discussions. Discuss in small groups about what if students do the
their children in the month
their parents buy them in listening questions.
Speaking use wh of September. A; What do
September, and report their idea to
words for asking your parent buy to you . Spy their
the whole class.
questions. every September discussion and get
.Sing songs of the month of the year.
one of the group
Respond to ‗wh‘ .Songs of the month of the . In pair, ask and respond to questions
members to

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questions. year. about days of each month. For report the decision of
example, the group.
Use questioning phrase .question and answer
A: How many days are there in June? ‗Check if all students
―how many‖ And using~ How many~ and
B: There are 30 days in June. sing song of the month
respond ing phrase there are…
Teacher talks about 3 or 4 activities of the year. ‗Go round
―there are…‖ Sing Reading
that he/she does in particular months. and check if learners
songs of months of the
Read a text about the months .Read the topic and guess what will ask and respond to
year.
of the year and answer be included in the reading text. questions about days
Reading Read and comprehension questions .Read the text and write to the of each month in in
do comprehension Vocabulary answers of the comprehension pair.
questions.
Getting meaning of questions.
‗Check if students do
Vocabulary: Uses the .Let learners match the pictures with
vocabulary words from comprehension
key words and writes months.
the context of listening questions.
sentences. .Let learners match the descriptions
and reading texts
Get meanings of orally/ in written with months. .Check if
sentences from the Grammar Adverbs of time
.Teacher uses a calendar to teach learners are
context of listening and ( next, last, after)
months of the year. doing
Writing
reading texts. . Match the vocabulary words comprehension
Write five sentence about what
Grammar Use next, with Months Example questions.
your parents buy to you every
last, and after to September Get learners identify the meaning .Check if learners
express sequence of of next, last and after. match the pictures/
months. .Get them to complete

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Writing sentences like: September descriptions with
Writesentences on what is next to . months.
parents buy to their
The month after September is Get each .Go round and check
children every
September. student to write five sentences about if learners do the
what their parents buy them every vocabulary and
September. Group them in four and grammar activities.
compare and check their sentences. Check if each student
writes sentences

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Unit 3: Clean Surrounding (20 periods)
Up-on a successful completion of this unit, children will be able to:
 Listen and respond to the given questions. Listen for specific information.
 Form questions in the given context. Reply to questions.
 Pronounce the given words a clean surrounding. Write out the given words related to classroom objects. Tell about the importance of a
clean surrounding.
 Read for details. Evaluate the meanings of sentences. Produce 2-3 word sentences on their surroundings.

Competency Language Item Learning strategy Assessment

Listen and respond to the given Listen to a short text on class on their surrounding Wormers: Learners use series of pictures about their Assess learners while
questions. Would you please list down things you have around your surrounding?
surroundings. reading picture-words of
Pronounce key words in the listening text (E.g., clean, surrounding, Learners read the short text aided by the pictures their surroundings.
house, animals, and etc.) Listen to specific information about their
Pronounce words related to a clean about their surroundings Check if learners read the
surrounding (E.g., animals, plants, and so on.)
surrounding. given text aided by the
Identify the main points of the listening text Learners will use listening worksheets.
pictures.
Listen for specific Speaking Use texts in combination with other facilities.
information. Reply to questions. Asking and responding to Learners use a list of picture-based things, Assess learners‘ listening
Pronounce the given words on a clean comprehension skills.
―what‖ question. animals and people in their surroundings.
surrounding. Pronounce the given words on about their surrounding (environment) Discuss in pairs about the health importance of a
Write out the given words related to a Tell to your partners about things, animals and people exist in your Assess students when they
area? clean
clean surrounding Describe the animal discuss in pairs.
Write the names of things, animals and people as their pictures are surrounding. . Test if learners pronounce
they have heard in the story displayed. Learners will be given a list of sentence texts to and understand the given
Pronounce the given words Read Tell about the health importance of clean a clean surrounding. words.
check them. . Identify the major themes.
for specific Is your surrounding clean? Why?
Adequate list of words-related to keeping the
Reading Read a short fairy story. Describe the animals they have heard in Examine whether students can
information surrounding clean. They should be given the write a paragraph of 2-3 related
the story. Tell the major ideas of the story.
sentences on how he/she keeps
pictures of a clean environment. They will also
Vocabulary: Pronounce words related to keeping the surrounding clean. clean her/his surroundings.
Read for details.
Use pictures and write the names of animals use videos of the classroom objects. The
Write the names of
Grammar: Guess meanings of sentences containing a list of keeping the sentences have to be given to the learners a day
picture words.
surrounding clean. Teacher: Is your house clean? before a class. Scrambled letters to form words.
They will be to assisted to unscrambled it and
form conventional words of classroom objects.

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Unit Four: The Traffic Signs (20 periods)
Learning Outcomes:
At the end of unit, the learner will be able to:
 describe different types of colors that signal different traffic signs
 match different traffic rules with the color of traffic lights
 use simple present tense sentences such as ―I have, He has‖ with different subjects
 use the newly learnt words to fill in the blank spaces in the sentences
 write correct sentences using ―how much‖ and ―how many‖
Competency Language Item Learning strategy Assessment
Listening Listening Listening Listening: The teacher asks each
 listen to instructions about traffic
student to tell him/her the meaning of
lights, colors and  listening to a short text on traffic colors, lights and signs and The teacher reads out the text loudly two
 understand their meanings understanding their meanings each color and then he gives them the
 hearing impaired students read the times and then asks them to match the
Speaking correct form when error is found out
text silently and apply them in their meaning of each colorwith traffic rules
daily life telling the meaning of the color when the teacher says outdifferent Speaking: The teacher says out
Speaking colors orally Speaking different colors turn by turn and then
 look at the colors of traffic lights and Example The teacher says out different colors and the students are asked to tell him/her
tell about theirmeanings
then asks the students to tell him/her the their meaning
Reading What does red color mean when you travel on modern road?
corresponding meanings Reading: The teacher asks the
 read a text about traffic signs ,lights and Reading
signs and use them when they walk on  reading and associating colors with traffic signs Reading: The teacher reads the short text to
students to listen to him/her and write
roads students and asks the students to write the
Vocabulary down the spelling of each word
Vocabulary  listening to colour words and associating them with traffic signs spelling of each color
 unnderstand the meaning of color Vocabulary: The teacher assesses the
Grammar Vocabulary: The teacher reads out the text
wordsthat signal traffic lights and use performance of each student and
them when they travel on modern roads  practicin g the use of ―I have, He has, etc― loudly to students and then asksthem to
gives a right away correction oral
Grammar Writing match colors from the pictures with the
questions ask to tell traffic light
 construct present simple sentense  writing sentences using how many, howmuch words
sentences such as: Grammar:ask any object that related
Grammar
Grammar: The teacher gives them with colour light. Writing: The
 practicin g the use of ―I have, He has, etc―
I have, he has, theyhave,we have sentences with blank spaces and then asks teacher asks students to give correct
Writing Writing them to fill inbeing in small groups answer and then he/she gives oral
 writing sentences using how many, howmuch Writing: The teacher first gives students
writequestion sentences such as “How correction first by eliciting from the
many colors do you see ? and How much different model sentences with verb to have students‘ background knowledge
water do you drink ? and then he/she
asks them to fill in theblank space in
each sentence with the correct
form

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Unit-Five: Rivers in Ethiopia (20 periods)
Learning out comes: At the end of unit the learners will be able to:
 Listen to and respond to the listening activities. Take part in conversation / dialogue activities in pair.
 Talk about their surroundings (ricers). Explain what people are doing at a certain moment.
 Express uncountable things using quantifiers. Use new words in the context of the topic.
 Write complete sentences by rearranging jumbled sentences. Complete a guided paragraph.
Competency Language Item Learning strategy Assessment
 Listen to and Listening: Importance of Drinking Listening Use brain storming
react accordingly. Water Pre-listening activities to list the name
 Listen to and comprehend the  Listening to a text about river Students complete the pre-listening activities e.g. What are the names of rivers in your of rivers in their
main idea of the listening area? What is the importance of river/ water? While-listening. Students listen and surroundings.
 Listening comprehension complete diagram/ table/ paragraph sentence. Students listen and compare with pictures
text.
 Listening and comparing with picture, Post-listening: Students comprehend the listening text. Use peer assessment
Completing diagram, Completing Students list out the new words and use in the topic related context. Students technique (students can
 Complete a paragraph / paragraph/ sentence using the new
diagram using words from summarize the main idea of the listening text. assess one another)
words in the listening text. Speaking: Conversation/ dialogue Use questioning
the listening and reading Speaking: Asking and answering
text. Students practice speaking in pair. Teacher makes model speech and let the students do techniques and give
question about uses of rivers (using the same. Students reflect ideas based on the topic. Students sing a song related to the constructive feedbacks;
 Make conversation in WH- question) e.g. telling names of
pair; main topic. Assign students in role
rivers in students surrounding Pre –reading play activities and make
 Explain what people are (Awash,Nile). Practicing dialogue/ Students discuss in pair/ group about rivers in their village. The name of the rivers; how
doing; continuous observation.
conversation in pair (about ). Singing a big/wide/ smallthey are; the volume of the water flowing over; Checklist / rubric and
topic related song  How many rivers are there, etc While-reading Students complete a simple giving feedback
 Ask questions using Wh- Reading: Rivers in our village diagram/ paragraph, match with pictures; fill gaps, etc. Students answer questions (yes/no);
forms;  Reading a text about uses of etc Post – reading Scaffolding
 Read the short text and rivers and answer Students summarize and reflect the main idea of the text. Students answer comprehension
comprehend the main idea. comprehension question questions. List out new words and guess their meanings in the context of the topic.
 Use words like some, a lot Vocabulary: Getting meanings of new Complete a short paragraph. Word study: Students list out or select new words from the
of, much, etc to explain words. reading text. Students use different topic related words. Such as river, water, tributary, long,
uncountable things. from listening and reading short, small, big, flow, flood, etc
 Rewrite the jumbled texts context What people are doing (present continuous tense)
sentences correctly Grammar: What people are doing Students brain storm all the activities they are doing in the classroom and reflect these
(Present continuous tense (am/is/are + listed activities to the teacher; then, the teacher demonstrates and express all the
ing) ) Example: I am/ we/ they/ you are activities in progressive tense. E.g. the river. Alem is writing a sentence; The teacher is
drinking water. She/he is fetching water speaking in English. They are talking. Students count classroom objects and tell the
from river. Using some common quantity; On the other hand, students list the name of uncountable objects such as water,
quantifiers for uncountable nouns; milk, etc; then, the teacher tells them how we measure and quantify these things. E.g. A
Much, a lot of, some, few, etc glass of water; a bottle ofmilk; There is some milk in the refrigerator. Students write 5
 Writing short sentences in present continuous tense. Students complete a short paragraph using
-writing three sentences about the the word bank. Students rearrange jumbled sentence to make meaningful.
uses of water.
Gap filling exercises

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Units 6: Cash Crops (20 periods)
Unit Outcomes: Students will be able to:

 Express their opinions on cash crop matters

 Interact with people in English on the telephone
 Express their likes and dislikes
 Write compete and meaningful sentences

Competency Language Item Learning strategy Assessment

Listen to and give A) Listening
answers. Listening text: a short listening text on coffee A) Listening
Simple listening
seedling processes(a text with words like seedling, Students put tick against statements based on the passage
text which
make a telephone grain, green leaf, loom soil). Speaking: asking and They match words mentioned with pictures students listen to
conversation. answering question about coffee B) Speaking and narrate again
Students practice the dialogue. They are given simple questions within their scope of B) Grammar
Read and do A: do you know coffee plants? B: Yes, I know coffee.
Changing from
comprehension A: do you have your own coffee? B: Yes, I have knowledge and asked to give answers. plural to singular
questions. coffee. A: do you drink coffee? B: yes, I drink C) Expressions: Students practice the telephone conversations and role play a similar Teacher checks the
coffee/no, I don’t drink coffee. Where do you buy telephone conversation in pairs. Students ask each other about three things their friend like learners’ telephone
Guess the meaning and report the answers to class.
coffee A. buy from shop/ market. A. How do you use conversation and
of words in context.
coffee? A. I boil it...................A. Expressions Likesand Eg. My friend likes ….. C)scaffolds.
dislikes A: Which one do you like more, coffee or D). Checks the
Form plural. D) Reading
tea? learners plural
Write sentences Students read the passage ang give answers to comprehension questions
B: I like tea more formation.
using new words E) Vocabulary
A: do like tea with sugar or without? B: I like it with
Students are given a short passage aboutthe use of coffee and guess the meanings of five
sugar ……. Telephone conversatio n underlined words (drink, health, money, job) E)Checks the
correctness of
A: Hello,..............................speaking?
learners sentences.
B:HelloA,I’mB,didyouwatchthefootballlast F) Writing
Students write five sentences using the words they learnt under vocabulary
night? B: Yes, it was exciting
D. Reading: A short passage about 5-7 sentences
on cash crops
E. Vocabulary: Guess the meanings of five
underlined words in a passage
F. Grammar: Plural formation from singular
nouns
G. Writing
Write five sentences using the words

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Unit 7: Cutting Trees (20 periods)
Learning outcomes: At the end of this unit, learners will be able to:
Listen to a short text and complete information accordingly.
Explain what people do in their environment.
Give contextual meaning for the new words in the text..
Comprehend the main idea in the reading text.
Complete sentences/ text using the correct words
Write short and simple sentences about the use of trees.

Competency Language Item Learning strategy Assessment

A. Listening A. Listening Assess on speaking when they
Match words with Listen and perform the matching
Text: why people cut tress. Listen to the text and match action words with report on the use of trees for
pictures
pictures(cut,burn,shelter,wood… B. Speaking their families
Students report the use of trees for their families
Interviewing They collect information and report to class
Speaking
Introduce others C. Expressions Students take turns
What do families use trees for
rehearse the introduction
Read and comprehend a Interview: tell me three things what your family use trees
The teacher guides and helps them to produce a
text Report on the interview similar conversation orally

Guess word meanings

Expressions D. Reading Students read the
Introducing someone to a friend passage and answer comprehension
A: Hi, B, let me introduce you to my friends C. C this is B questions
Talk or write about advantages
& disadvantages B: hi, C, nice to meet you D: nice to meet you too E. Vocabulary
A: Hey, guys its time lets go to class B: Bye see you other time Students are given a text with five difficult
C: Hope to see you too, bye. words and they guess the meanings

D. Reading: Text: effects of cutting tress harmful practices of cutting trees (a

F. Students are given the advantages
Write simple sentences. and disadvantages in columns
short passage of 7-9 sentences ) Words of comparison and contrast are given In
E. Vocabulary: Guessing meanings of words using contextual clues the middle column and students write three
sentences using the ideas in the columns.
Grammar. Comparison and contrast Advantages and disadvantages of cutting
tress
F. Writing: Writing simple sentences with words learnt from vocabulary lesson

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Unit 8: The Ethiopian National Flag (20 periods)
Learning outcomes: At the end of this unit, learners will be able to:
Describe colors and symbols;
Discuss issues with their partners;
Read and do comprehension questions;
Use the simple present tense to talk/write general truth;
To use new vocabularies to produce their own sentences; and
Competency Language Item Learning strategy Assessment
Listening
Identify colors and symbols Listening: Listen to a text about the Teacher check if learners
and use them in description. national flag Teacher asks learners about the colors and symbols of the Ethiopian National Flag. Then identify colors. S/he also checks
shows the National flag and reads a text on the purpose, features, etc. of the Ethiopian whether learners listen to and
Discuss on issues.Read and Speaking: Discussing on the purposes of National Flag. Learners listen to the text. The teacher provides pre-, while and post comprehend a listening text.
do comprehension questions a national flag. Discussing on the listening activities and learners do the activities first in pairs and then in small groups.
meaning of the colors of the national Teacher supervises the learners
Talk /write aboutgeneral flag. Speaking: Teacher asks learners to discuss on the purpose and meanings of the colors on group discussion and scaffold
truth. the National Flag in small groups. Learners share the report of their group discussion to the them when need be. Teacher
Produce simple sentences Reading:Ethiopian National Flag class. Teacher calls any group member randomly to report the result of their discussion. gives a quiz on reading
using new words. Read a text a bout Ethiopian National Teacher encourages learners in their presentation. Teacher brings the National Flags of the comprehension and provides
Flag and answer comprehension neighboring countries and asks learners to guess whose flag is it and why do they (the immediate systematic feedback.
Write / speaks about questions countries) choose the colors. Teacher teaches more African national flags and their colors. Teacher checks learners‘
something which is always Vocabulary: Getting meanings of Learners appreciate sentences and help them write
true. vocabulary words based on the context Reading:Teacher asks learners to read and comprehend a short text on the ‗Ethiopian correct sentences.
Write simple sentences. of the listening and listening texts. national Flag and answer comprehension questions. Teacher follows the three levels of Teacher checks whether
reading (pre-reading, while reading, and post reading). In small groups, learners make their learners identify the use of
Grammar:Simple present tense to own group‘s flagand describe why they choose the colors. the simple present tense in
express fact or general truth. Verbs Vocabulary: Words derived from both the listening and reading texts will be taught to talking/writing about general
expressing the purposes of each color of learners. Learners guess the meanings of the words from a context. Teachers will also give truth. Teacher helps learners
the Ethiopian National Flag. dictionary practices. in their effort to write simple
sentences using the simple
Writing:Write 6 sentences about the Grammar: Teachers teaches the simple present tense to express fact or general truth (i.e. present tense correctly.
meaning of the Ethiopian National Flag Always true). E.g. the sun rises in the east and sets in the west; sky is blue, etc. teacher Teacher checks the learners‘
colors. follows an inductive approach during presentation (E.g. teacher writes some five sentences sentences and encourage them
of general truth and asks learners to underline the verbs; teacher does one as an example. to write more.
Then teacher asks learners to write five similar sentences of general truth. Finally, teacher
asks learners to provide a rule for the sentences. Teacher provides the form as a language
note.

Writing:Learners write six sentences about the meanings of Ethiopian national Flag and
check their writing in pairs (peer correction).

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Unit 9: Respecting each other (20 periods
Learning outcomes: At the end of this unit, learners will be able to:
Describe colors and symbols;
Discuss issues with their partners;
Read and do comprehension questions;
Use the simple present tense to talk/write general truth;
To use new vocabularies to produce their own sentences; and
Write correct simple sentences

Competency Language Item Learning strategy Assessment

Listening : Listening to a text Listening: Have students work as a class or in small groups to Teacher checks if learners listen to and
Listen to a song by about respecting each other. brainstorm responses to the question, what does "respect" mean comprehend a text.
native speakers, Speaking: asking and answering to me? Will they mention the "Golden Rule" -- treat others the Teacher checks whether learners talk
understand it and sing about way you would like to be treated -- as a simple definition of the with a flow and encourage them to do
together. how to respect word? Listen to the song "It's called respect" by the Fearless so.
ourparent/teacher? Lions go to http://www.youtube.com/watch?v=uO7iuT. Then, Teacher gives a reading quiz and provide
Develop life skills ask learners to listen to the song and try to sing with the kids in feedback.
(respect). Reading: Reading a text about the the video. Teacher helps on this. Teacher checks whether learners
Speak to audience use of mutual respect and do match appropriately and assist them to
comprehension questions. Speaking: Learners tell how they respect their family, friends,
do so.
Write sentences using the Vocabulary: Getting meaning of teachers, etc.to the class. Teacher scaffolds the learners‘ effort.
Teacher checks learners‘ synonyms and
new words the learn. vocabulary words using the Reading: Learners read a short passage on mutual respect and encourages them to search for more
context from the listening and answer questions related to the passage (teacher follows the pre, using a dictionary.
Talk/write about the future. reading texts. while and post reading phases in teaching reading. Learners Teacher provides a pop quiz on the
Grammar:Future tense to match real world situations with respectful and disrespectful contextual use of simple future tense.
Write sentences on new express what learners will do in actions. Teacher teaches aspects of respect / social skills Teacher corrects students‘ sentences and
topics. connection with respecting each including beingrespectful with your tone and volume, respecting provides systematic feedback.
other yourself, being kind even when you're upset.
Example: I will….my parents. Vocabulary: Have students make a list of synonyms for the
Writing word respect. For example, value, appreciate, admire, praise,
etc.
write 6 sentences about the features of
respecting others Grammar: The simple future tense. Teacher teaches the future
tense in context and asks learners to fill the blank space with
appropriate verb forms (E.g. I will-
-------- my parents.)

Writing: Teacher provides learners with example sentences

related to mutual respect and asks learners to write 6 sentences
of their own about self-respe etc

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Unit 10: Pottery (20 periods)
Learning outcomes: At the end of this unit learners will be able to:

Listen to and match a story with objects;

use words related to clay objects and construct sentences;
Talk/write about similarities and differences; and
Write sentences using comparative adjectives.

Competency Language Item Learning strategy Assessment

Listening Teacher posts pictures of different clay objects; reads a short text  Teacher checks if
about one of the clay objects common in Ethiopia (i.e. pot, jebena, learners listen to and
Listen to and Listening to a text about one etc.). Learners listen to the text and match the story with the pictures match the story with
match story of the clay made objects posted on the wall while listening. Then, teacher asks learners to tell a picture and help
with objects. Speaking: Compare clay what kind of clay objects exist in their home and what their functions them to do so.
made objects with modern are (e.g as a souvenir, as a flower pot, as a cooking utensil, etc.).  Teacher check
Make comparison objects that give equal Teacher brings pictures of clay made objects and modern similar whether learners can
Construct sentences. services. objects. Then asks learners to discuss about their similarities and use language of
Vocabulary: Getting meaning differences in small groups, present the result of their discussion to the comparison and help
Use of vocabulary words based on whole class and answer questions that will be raised by their class them to be able to
comparative the context of the listening mates. Teacher facilitates the discussion and call out make comparisons.
adjective for and reading texts. studentsrandomly to present their group‘s comparison.  Teacher checks
talking/writing
learners‘ sentences
similarities Grammar: Comparison and Teacher teaches words related to clay objects based on the listening and provide
and contrast (similar to, as…as. and reading texts. Words may include: clay, pot, pottery, vase, etc. constructive and
differences. …than …) . positive, and
systematic feedback.
Write sentences using comparative Teacher provides different contextual examples and exercises ( ie.
comparative adjectives. Writing: Writing 3 sentences. Matching words with pictures, spell and read, fill a missing letter,
Writing 5 comp arativ e sentence  Teacher checks if
etc.) learners do comparison
exercises; give them a
learners compare objects using different structures of comparison (i.e.
quiz on comparison
as…as and –er/more…than …). and provide
Teacher posts pictures of objects of different size for comparison appropriate feedback
and studentsbase their comparison on the size/ width of the systematically.
given objects. Teacher checks learners‘
Teacher scaffolds her/his learners whiletrying to compare. sentences for accuracy in form,
Teacher extends the practice in to comparing students in terms meaning and punctuation.
of height.
Learners write three sentences using the words they have
learned.
Teacher encourages learners to construct correct sentences.
Learners write five comparative sentence on comparison of clay objects and
non-clay objects.

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