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English for Ethiopia

Student Textbook

Grade 7 Book 1

International Consultant:
Mary W. Spor. PhD

National Consultants:
Fekadu Mulugeta. PhD
Jemal Mohammed. PhD

Authors:
Anteneh Chanyalew
Ashamo Eyiso
Barnabas Debelo
Damtew Bulbula
Hiyaru Hassen

Contributers
Aklilu Abera
Birknesh Worku

Editor:
Balew Bogale. PhD

Federal Democratic Republic of Ethiopia

Ministry of Education
Acknowledgments

The book was produced with financial and technical support of the American
People through the United States Agency for International Development (USAID)
in collaboration with the Ministry of Education, Regional States Education Bureaus
and READ TA Project. The printing expense is covered by the General Education
Quality Improvement Programme (GEQIPII).

The Ministry of Education wishes to thank the American people and individuals
and groups who were directly or indirectly involved in writing, reviewing and
publishing this student textbook and the accompanying teacher's guide.

Copyright 2017 © FDRE, MoE

USAID
FROM THE AMERICAN PEOPLE

ISBN: 978-99944-2-856-4
 Table of Contents

Unit 1: My Environment 1

Week 1: My Village 1

Week 2: My Town 9

Unit 2: How Things are Made 17

Week 3: Food Preparation 17

Week 4: Clothes 25

Unit 3: Holidays and Festivals 34

Week 5: Types of Holidays 34

Week 6: Holidays and Festivals 42

Unit 4: Technological Devices 49

Week 7: Mobile Phones 49

Week 8: Technological Devices 59

Week 9: Machines 68

Unit 5: Indigenous Games 76

Week 10: Horse Riding 76

Week 11: Gebeta 85

Week 12: Genna Game 91

Unit 6: Animals 99

Week 13: Endemic Animals 99

Week 14: Protecting Endangered Animals 108

Week 15: The Importance of Wild Animals 117

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My Environment
UNIT

Week 1: My Village
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Week 1 Day 1

1. Word Study

Do the activity in the table based on the given example.

Syllables Word Root Word Suffix

1. won-der-ful wonderful wonder -ful

0 col-or-ful

beau-ti-ful
/] peace-ful
s pow-er-ful

6 hope-ful

2. Reading

Pre-reading Activity

A. Make a prediction about the story based on the title and picture.

B. Talk with a partner about the following:

• What is your village like? Describe the people, places, animals and things
you find in the village.

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English I Grade 7 I Week 1

While-reading Activity

A. Read the following questions. Then read the story and write down the
answers to the questions.

1. What natural features make the village beautiful?

2. What do most of the villagers do for a living?

3. What do the villagers do to keep the village clean?

4. Where is the school located in the village?

B. Identify the nouns the following pronouns refer to.

1. 'its'(paragraph 2, line 1) 4. 'their'(paragraph 3, line 2)

2. 'they'(paragraph 2, line 2) 5. 'my'(paragraph 4, line 1)

3. 'them'(paragraph 2, line 4)

My Village

My name is Hiwot. My village

is a comfortable place to
live because it is beautiful,
clean and safe. My village is
very attractive. For example,
there is a beautiful mountain
overlooking the village. Many
green plants and trees grow on
the mountain. They provide the
villagers with food and fresh air.
We also drink the pure spring
water from the river that flows down the mountain.

Many houses in my village look alike. Every house has its own fence and garden.
Most of the people in my village are farmers. They grow crops such as teff, maize,
beans and wheat. They also rear domestic animals such as hens, goats, sheep,
cows, and donkeys. People use them for different purposes. For example, donkeys
transport crops from the field to the house and market. People eat the meat and milk
products from some of these animals. They sell the products they do not eat for an
income.

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My village is known for being clean. The villagers do not throw rubbish on the
ground. They clean their compounds once a week. They collect and bum the
rubbish. This helps keep the environment clean so we do not get sick.

There is a big market in the center of my village. There are also small shops around
the market. My school is located far away from the market. There is a clinic near
the school that serves the villagers. The road that leads to the clinic is accessible
for everyone.

I am very proud of my village. I am happy I was bom and raised in this beautiful
village surrounded by many caring people.

Post-reading Activity

Discuss the following questions with a partner.

1. What did you learn about the importance of working together from the story?

2. Why should you keep your compound and village clean?

3. Tell your partner about two other uses of animals that are not listed in the
story.

Week 1 Day 2

3. Vocabulary

Write each word below in your exercise book. Next to each word, write the
words in bold from the story that has the same meaning (its synonym).

Example:

Word Synonym word from the story

pleasant comfortable

1. beautiful 6. yard

2. encircled 7. garbage

3. clean 8. found

4. stream 9. hill

5. pitch 10. street

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English I Grade 7 I Week 1

4. Listening

Things I Like in My Village

Pre-listening Activity

A. Make a prediction about the story based on the title and picture.

B. Talk with a partner about the following:

1. What do you do for fun with your friends in your village?

2. What is your favourite place in your village?

While-listening Activity

Copy the diagram into your exercise book. Listen to the text and fill in the
diagram according to the text.

Things I like in my village

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Post-listening Activity

A. Talk with a partner to see if your predictions were correct.

B. Retell the story to your partner in your own words.

C. Describe the village you would like to live in. Describe the people, places
and things that are there.

Week 1 Day 3

5. Speaking

A. Study the dialogue and act it out with your partner.

Student 1: What do you think about our village?

Student 2: I think our village is nice. People are friendly and it is clean. How
about you?

Student 1: In my opinion, our village needs better roads.

B. Work with a partner to create a dialogue that expresses your opinions

about your village. You can use the following expressions.

Expressions of opinion

In my opinion

I think

In my view

I believe

6. Grammar: Adjectives

A. Read each sentence. Discuss with a partner if each word in bold is an

adjective or a noun.

1. There are several features that make my village a comfortable place to live.

2. My village has many natural attractive places.

3. The people in my village rear domestic animals such as hens, goats, sheep,
cows, bulls, and donkeys.

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4. There is a big market in the center of my village.

5. There are also small shops around the market.

B. Copy the sentences into your exercise book. Underline the adjectives and
circle the nouns in the following sentences.

1. My boss invited me to a fancy dinner.

2. He was afraid to talk to the beautiful woman.

3. The perfume in the bottle smells nice.

4. The shiny car is in the street.

5. I did not want to sit on the wet ground.

6. The teacher taught a fascinating lesson.

7. Her mother is an amazing cook!

Grammar Spot
— :
Adjectives

Adjectives describe nouns. They give information about something or someone

that we can discover with our senses.

Examples

colours = green, white, yellow

shapes = round, square

sounds = loud, quiet

size = big, small,

height = short, tall

weather = sunny, rainy, cold, warm

texture = furry, smooth, soft

Example: I like to sleep with soft blankets.

Answer: Soft is an adjective because it describes what the blanket feels like.

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Day 4

7. Reading Fluency

A. Tell one or two things you remember from the story "My Village".

B. Read the first paragraph of the story 'My Village' aloud to your partner.
Say all of the words correctly and read with good rate and expression so
your listener is interested.

8. Vocabulary

A. Read each sentence. Work with a partner to guess the meaning of each
word in bold based on the clues in the sentences.

Example: My village is surrounded by mountains in all directions.

Answer: The word in bold is surrounded. The clue is 'mountains in all

directions'. 'All directions' gives a hint that surrounded means
'enclosed' or 'bordered by.'

1. My brother and I had an unforgettable weekend at Sodare. We took pictures

and had a great time that we will always remember.

2. My village is in a nice and natural environment. There are many trees,

clean air and no rubbish.

3. The people in my village like to share what they have with each other. No
one from the village is greedy.

B. Write your own sentences using the words in bold from the above sentences.

1. unforgettable

2. environment

3. greedy

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Day 5

9. Writing

Writing Convention

Correct the capitalisation and punctuation errors in the following paragraph

when you copy it into your exercise book.

the thing I like most is studying together with my classmate there are trees with
wide shade in our village we sit under these big trees and ask each other questions,
we play football together we also walk home together.

Writing Composition

Write two or three paragraphs describing your village. This is a first draft and
you will have time to edit and revise it in the following week.

Example: things/ideas to include in your paragraphs:

1. The name of your village/area
2. The location
3. Population of the village
4. Different cultures of the people in your village
5. Social services such as hospital, school or bank
6. The weather conditions
7. Animals and their uses
8. Natural features such as mountains or rivers
9. Friends in your village

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 English I Grade 7 I Week 2

Week 2: My Town
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Week 2 Day 1

1. Word Study

Do the activity in the table based on the given example.

Syllables Word Root Word Suffix

1. con-stmc-tion constmction construct -ion

2. col-lec-tion

3. re-stric-tion

4. lo-ca-tion

5. populations

6. ce-le-bra-tion

2. Reading

Pre-reading Activity

A. Make a prediction about the story based on the title and the pictures.

B. Talk with a partner to make a list of natural and man-made features in

your area.

Example:

Natural: mountain, river

Man-made: hospital, road

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While-reading Activity

Copy the table into your exercise book. Read the story and fill in the gaps in the
table with the town features and their descriptions.

Town feature Description

1. streets wide, clean, lined with flowers

2 towering, provide shade

3 the lake

4 the houses

5 safe, culturally diverse

1 5

My Town

My town is charming. It has wide streets so vehicles can move quickly. Tall buildings
tower over the streets and provide shade. Palm trees and colourful flowers along
the streets make the town beautiful. People stand at bus stations and wait to go to
work or home.

The buildings, streets and houses are new and clean. There are dustbins on the
sides of the streets for rubbish disposal. Every morning and evening the streets are
cleaned. Every resident also cleans their home and compound. This helps the town
be a clean and safe place for everyone.

The town is surrounded by a lake. Fresh air from the lake blows into the town on a
cool breeze. People relax by going to the beach at the lake. It is lovely to walk on
the beach. Many people go to the lake at weekends with their friends and family.

The town is also safe. Anyone can come to this town without worrying about their
safety. People go to markets, cafes and hotels alone or in groups. Many visitors feel
very comfortable here so they usually extend their stay.

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My town is also culturally diverse. The residents come from many cultural
backgrounds. People wear various colourful cultural clothes for special celebrations.
They enjoy singing sweet songs and watching artistic dancers.

The town residents do different activities to generate income. Some work in

factories and on construction sites. Some are merchants who trade different goods.
Some provide social services working as teachers, nurses, accountants etc. Everyone
likes this town because it has many nice qualities.

Post-reading Activity

Discuss the following questions with a partner.

1. How does your town differ from the town described in the passage?

2. What do you do to relax?

Week 2 Day 2

3. Vocabulary

Match each word to its correct synonym (the word with the same meaning).
Use clues in the reading text to help you.

Word Synonym

1. tower A. guest

2. beautiful B. citizen

3. dustbin C. various

4. relax D. pretty

5. safe E. make

6. diverse F. protected

7. celebration G. rest, do something enjoyable

8. visitor H. festivity

9. generate I. rise

10. resident J. garbage can

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4. Listening

Transportation in My Town

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Pre-listening Activity

A. Make a prediction about the story based on the title and pictures.

B. Talk with a partner about the following:

1. Name the means of transport represented in the pictures?

2. What kind of transportation have you ever used before?

While-listening Activity

A. Copy the diagram into your exercise book. Listen to the text and fill in the
diagram.

Types of transportation

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B. Copy the questions in your exercise book. Listen to the story and write the
answers.

1. Which form of transportation is most expensive?

2. Which transportation can transport 12 people at a time?

3. Who owns the city buses?

Post-listening Activity

A. Talk with a partner to see if your predictions were correct.

B. Retell the story to your partner in your own words.

C. Talk with a partner about the following:

1. What are the common transportation means in your area?

2. Which means of transportation do you prefer? Why?

Week 2 Day 3

5. Speaking

A. Study the dialogue and act it out with your partner.

Student 1: I think city buses are the best means of transportation because they
are inexpensive.

Student 2: I agree that they are inexpensive, but in my opinion taxis are the
best way to travel.

Student 1: I don't think so. What makes you have this opinion?

Student 2: If you are in a hurry, Taxis are best options which can get you
anywhere you like.

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B. Work with a partner to create a dialogue that expresses your opinions

about transportation in your area. You can use the phrases in the table
below.

Expressions of agreement/ Disagreement Expressions of opinion

I agree In my opinion

I disagree I think

I strongly agree In my view

I support I believe

I completely agree

I completely disagree

6. Grammar: Prepositions

A. Read the paragraph and underline the prepositions.

My town is 40 kilometres away from Addis Ababa. There is a public bus that
goes from Addis Ababa to the town. It leaves Addis Ababa at 6:00 a.m. and
reaches the town at 7:30 p.m. On Monday, there are only two buses. Many
people who come from Addis Ababa arrive just in time for their office work.
However, there are no buses during the weekends.

B. Answer the questions using the correct prepositions.

1. At what time does the bus leave Addis Ababa?

2. When are there only two buses?

3. At what time does the bus reach the town?

4. How many buses are there at the weekends?

Grammar Spot
^

Prepositions

A preposition is a word that relates parts of a sentence using direction,

location or time.

Examples: of, to, in, for, on, by, about, through, over, before, between, after,
under, behind, with, at, from, into, during, until

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Day 4

7. Reading Fluency

A. Tell one or two things you remember from the story, 'My Town'.

B. Read the first paragraph of 'My Town' aloud to your partner. Say all of the
words correctly and read with good rate and expression so your listener
becomes interested.

8. Vocabulary

Read the paragraph. Work with a partner to guess the meaning of each word
in bold based on the clues in the sentences.

Example: Our town administration had a meeting and decided to import two
city buses.

Answer: The word in bold is administration. The sentence clue is 'had a

meeting and decided'. This gives a hint that administration means
'management' or 'government.'

Our town administration had a meeting and decided to import city buses. In one
journey each bus can carry 45-60 people. City buses charge fare price and have
a large carrying capacity. Recently, many 'bajajs' have joined the transportation
service. As the number of cars, buses and 'bajajs' increases, the roads are becoming
crowded. This may lead to traffic accidents The traffic police are trying to control
traffic to prevent these accidents.

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Week 2 Day 5

9. Writing

Writing Conventions

Add commas and question marks to the paragraph when you copy it into your
exercise book.

Sara my best friend is coming for a visit this weekend. Although she is from a big
city with a lot of exciting things to do I am sure she will enjoy visiting our farm.
Do you think she will enjoy our farm I think she will enjoy swimming in our pond
riding horses and collecting fruits. My brother is afraid she will get bored on our
farm but I think she will love it here. With all of the things my mother and I have
planned she won't have time to be bored. However I'm afraid she will be very
tired each night. Is it possible she wants to come to our farm again next summer

Writing Composition

Review the paragraphs you wrote in the previous week describing your town.
Make sure you have proper punctuation, spelling and capitalisation in your
sentences. Rewrite your paragraphs and then share them with a partner.

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HowThings are Made
UNIT

Week 3: Food Preparation

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Week 3 Day 1

1. Word Study

Do the activity in the table based on the given example.

Syllables Word Root Word Suffix

1. tight-en tighten tight -en

2. length-en

3. bright-en

4. wood-en

5. strength-en

6. quick-en

2. Reading

Pre-reading Activity

A. Make a prediction about the text based on the title and the picture.

B. Talk with a partner about the following:

1. What is your favourite food?

2. What are the ingredients used to make your favourite food?

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While-reading Activity

Copy the table into your exercise book. Read the story and fill in the table with
the ingredients and steps needed to make injera.

Ingredients Steps

Teff flour 1.

2.

3.

4.

5.

7.

Baking Injera

Injera is commonly eaten in Ethiopia and many people know the recipe. Anyone
can learn to make injera. The ingredients for injera are teff flour, all-purpose flour
and water. You also need oil for greasing the plate.

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First, mix the teffftom and the all-purpose flour in a big bowl. Second, slowly add
water and stir the batter. Then let the batter ferment for two to three days. Tiny
bubbles will form in the dough during this time.

When the dough starts to bubble, it is ready to be baked. The dough can either be
baked on an electric stove or a large black clay plate. Lightly oil the plate to prevent
the injera from sticking to the plate.

When the plate is warm, pour the batter in a spiral form using a kettle. When the
injera touches the heated surface, the bottom of the dough will become smooth and
the top will become porous. This porous surface gives the injera a good, spongy
texture that can scoop up sauces. Lastly, remove the injera and let it cool.

Finally, serve the baked injera with nice Ethiopian wot.

Post-reading Activity

Discuss the following questions with a partner.

1. Retell the steps of baking injera mentioned in the reading passage?

2. Tell your partner the ingredients and steps which are required to prepare
your favourite recipe or food ?

Week 3 Day 2

3. Vocabulary

A. Copy the sentences into your exercise hook. Read the words in the Word
Bank and choose the correct word to fill in the gaps in the sentences.

Word Bank

stir cooked boils mix

chop chopped add

How to Make Shiro Wot

First, (1) the onions. Add some oil and peppers. (2)_ until the
onions and the peppers get the right texture. Now, add finely(3) _ garlic,
Then, add some water. Wait until the water(4) . Now(5)_ the

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flour to the pot. Leave it on the fire until the shiro is well(6) . Finally
(7) in some spices and butter to serve it with injera.

B. Match each word to its correct meaning.

Word Meaning

1. tiny A. a soft mixture of flour and water

2. dough B. instructions for cooking a dish

3. need C. having many small holes

4. ferment D. require

5. recipe E. little, small

6. scoop F. a chemical change in a food or liquid

7. porous G. take out

4. Listening

Making Shiro Wot

1 1 1 1 Wl 1
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A

Ol pk

Pre-listening Activity

A. Make a prediction about the text based on the title and the picture.

B. Talk with a partner about the following:

1. Who cooks shiro wot in your family?

2. What materials and ingredients are needed to make shiro wotl

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While-listening Activity

Copy the sentences into your exercise book. Then listen to the text and label the
sentences with the numbers 1 to 9 based on steps for making 'shiro wot

A. Add one pureed tomato and cook for a few minutes.

B. Puree or remove the outer cover of onions.

C. Stir onions until they turn light brown.

D. mush or slice onions .

E. Cook onions and 'redpepper ' in oil for a few minutes.

F. Add half a cup of oil and pepper powder or 'redpepper

G. Add a few cups of water.

H. Dump onion mush into a hot, dry skillet.

I. Add 'shiro' powder and stir.

Post-listening Activity

A. Talk with a partner to see if your predictions were correct.

B. Retell the steps how to make ''shiro wot' to your partner in your own words.

C. Talk with a partner about the following:

What are the steps for cooking another common meal in your area?

Week 3 Day 3

5. Speaking

A. Study the dialogue and act it out with your partner.

Student 1: I really like to eat doro wot. Do you know how to make it?

Student 2: Yes, I always make it with my mother. First, we chop onions and
garlic. Next, we chop ginger. Then we cook them in a pan.

Student 1: That sounds easy!

Student 2: Sure. My favourite part is when we add the red pepper.

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B. Work with a partner to create a dialogue about how to cook your favourite
meal. Use some of the phrases in the table to help create your dialogue.

Asking how to prepare a dish Telling how to prepare the dish

Could you tell me how ? First, , next

Do you know how ? Then, finally

Can you please tell me how ?

6. Grammar: Conditional Sentences Type-I

A. Match each 'if clause' with a 'main clause' to create a meaningful sentence.
Write each sentence in your exercise book.

If clause Main clause

1 If water and flour are mixed, A. dough will be formed.

2 If vegetables are cooked too long, B. you will get sick.
3 If you eat vegetables without C. the dough will rise very quickly.
washing them, D. they will lose their nutrients.
4 If you use good quality spices, E. your shiro wot will be tasty and
5 If you add yeast to dough, rich.

B. Copy the sentences into your exercise book. Complete them with your own
words.

1. If you add spices to the food you are cooking, .

2. If , you will be happy.

3. If , you will like injera and shiro wot.

4. If you eat fruits and vegetables, .

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Grammar Spot

Conditional sentences using 'if clauses' and 'main clauses' (Type-1)

Conditional sentences are used to talk about possible situations that can happen
now or in the future. The first part of the sentence states conditions. The second
part states consequences. They have two clauses:

The 'if clause' contains if + simple present tense verb.

The 'main clause' contains will + verb.

Example:

1. If he studies hard, he will score high marks.

2. If she finds his address, she will send him an invitation.

Week 3 Day 4

7. Reading Fluency

A. Tell one or two things you remember from the text, 'Baking Injera'.

B. Read the first paragraph of 'Baking Injera' aloud to your partner. Say
all of the words correctly and read with good rate and expression so your
listener is interested.

8. Vocabulary

Read each sentence. Write each word in bold in your exercise book. Write a
word that has the opposite meaning (antonym) next to it.

Example:

Dump the onion mush into a hot, dry skillet,

opposite of hot = cold

1. Stir frequently until the water disappears and the onions start to turn light
brown.

2. Add shiro powder gradually, stirring briskly with a wooden spoon or a

wire whisk.

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3. If you like it thicker, you can add a little more shiro powder.

4. Turn the heat down to medium.

5. Second, slowly add water and stir the batter.

6. Finally, add a pinch of salt to the dough.

7. Remember to lightly oil the plate to prevent the injera from sticking.

8. The bottom of the dough will become smooth.

Week 3 Day 5

9. Writing

Writing Conventions

Correct the capitalisation and punctuation errors in the sentences when you
copy them into your exercise book.

1. amina buys two kilos of flour half a kilo of sugar a packet of baking powder
four eggs and one packet of salt from dereje's flour shop.

2. she prepares a medium-sized bowl

3. she mixes the dry ingredients, these are two kilos of flour two tablespoons
of sugar one teaspoon of salt one tablespoon of baking powder and one
tablespoon of yeast

4. she whisks the eggs and pours the egg yolks into the flour

5. she adds water little by little and mixes it well until the dough gets softer

6. she leaves it covered for an hour until the dough rises.

7. then she pours it into a baking pan and places it into a hot oven or a traditional
baking plate

8. she bakes it until it turns brown

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Writing Composition

Write two or three paragraphs about how to cook a dish you are familiar with.
This is a first draft and you will have time to revise and edit it in the following
week.

Example: Possible ideas to include in your paragraphs:

1. Ingredients needed

2. Materials needed

3. The process for making the food

4. Who helps you

5. Who enj oys the food with you

Week 4: Clothes
I I

Week 4 Day 1

1. Word Study

Do the activity in the table based on the given example.

Syllables Word Root Word Suffix

1. fac-to-ries factories factory -ies

7 in-dus-tries

ac-tiv-i-ties
/] com-mod-i-ties
s bak-er-ies

6 laun-dries

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2. Reading

Pre-reading Activity

A. Make a prediction about the text based on the title and picture.

B. Talk with a partner about the following:

1. Name the cash crops grown in your area.

2. What kind of materials do people use to make clothes in your area?

While-reading Activity

Read the following questions. Then read the story and write down the answers
to the questions.

1. What are the first three steps for planting cotton?

2. How long does the cotton seed take to germinate?

3. Why is weeding done during the rainy season?

4. Why are cotton seeds important?

5. Name the most common pest that destroys the cotton boll.

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Growing Cotton

Cotton is one of the several major cash crops grown in Ethiopia. It grows best on
flat land in a hot climate.

To grow cotton, a farmer first ploughs a field and digs straight rows about one meter
apart. The farmer then drops two or three cotton seeds into little holes in the rows.
Next, the farmer waits up to four days for the seeds to germinate and start to grow.

During the rainy season, the farmer stays busy weeding the cotton field. All weeds
must be taken out of the field before the plants start to flower. Eventually, the flowers
die and fall off leaving tiny green bolls behind. The bolls grow bigger until they
ripen and burst open to reveal beautiful white cotton fibre.

Like any other plant, cotton is affected by pests and diseases. The most common
pest is the boll-weevil. This little beetle destroys the boll and can ruin a farmer's
cotton crop. However, with the use of pesticides, they can be controlled.

Cotton harvesting takes place in the dry season. It is a hot, tiresome job, especially
because the plants have rough spiky hairs. Cotton pickers must be careful that they
do not get pricked.

The cotton is then spread out on large mats to dry. Next, it is sorted to separate
white cotton from brown cotton. The cotton is then packed into large sacks and
taken to a factory called a ginnery. At the ginnery, the seeds are separated from
the cotton fibres. Cotton seeds are also important because they are used to make
cooking oil and animal food.

Cotton fibres are then spun into thread or yarn. Yarn can be used to knit or weave
clothing. It can also be spun into cloth. Craftsmen and women use cloth to sew
dresses and other clothing. Cotton clothing is worn by people all over the world
because it is soft and light.

(Source: Taken from Grade 7 English Student Book (page 91, 2010))

Post-reading Activity

Discuss the following questions with a partner.

1. Do you like wearing cotton clothes? Why or why not?

2. How do people make cultural clothes in your area?

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English I Grade 7 I Week 4

Week 4 Day 2

3. Vocabulary

Match each word to its correct meaning.

Word Meaning

1 germinate A factory where cotton is processed

2 ginnery B cut and gather crops

3 harvest C the part of the cotton plant that contains the seeds

4 boll D begin to grow

5 pesticide E the weather conditions in a region

6 separate F to make known, to show

7 reveal G chemicals used to kill plant pests

8 climate H to divide or move apart

4. Listening

Types of Clothes

fj
4 n 0

/f u ^

ft r
Ik

rr^yG

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 English I Grade 7 I Week 4

Pre-listening Activity

A. Make a prediction about the text based on the title and pictures above.

B. Talk with a partner about the following:

1. What is your favourite item of clothing?

2. Where do you usually buy your clothes?

While-listening Activity

Copy the table into your exercise book. Listen to the text and fill in the gaps in
the table.

Type of clothing The people who wear them

1. People attending a wedding

2. A pilot, a doctor or hostess

3. Protective clothes such as boots or hard hat

4. People at home
5. Baggy clothes
6. Youths
7. High-heeled shoes
8. Elderly people

Post-listening Activity

Answer the following questions.

1. Are clothes you wear at home different from what you wear in public places?
How?

2. Do you think it is important for all employees to wear uniforms? Why or

why not?

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English I Grade 7 I Week 4

Week 4 Day 3

5. Speaking

A. Study the dialogue and act it out with your partner.

Student: Can you explain the steps for growing cotton?

Farmer: Yes, I grow cotton on my farm so I know the steps very well.
First, I prepare the land and make sure it is ready for planting.

Student: Sorry, what does it mean to prepare the land?

Farmer: It means that the soil has been ploughed and the soil is moist and
ready for planting.

Student: Ok. I understand. What happens next?

B. Work with a partner to create a dialogue about the steps for growing
cotton. One partner will take the role of a farmer and the other partner
will assume the role of a student who asks questions about the cotton-
growing process. Use some of the phrases in the table to help you create
the dialogue.

Asking for clarification Giving clarification

• What do you mean by ? • It means that

• Could you repeat what you have just said? • In other words
• Sure. I will repeat the main
• Sorry, but what does mean?
points
• Can you say that again, please? • What I mean is

• Pardon ?

6. Grammar: The simple Present Tense

A. Copy the sentences into your exercise book. Decide whether the sentences
are in simple present tense or not.

1. My boss invited me to a fancy dinner.

2. He was afraid to talk to the beautiful woman.

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 English I Grade 7 I Week 4

3. The perfume in the bottle smells nice.

4. The shiny car is in the street.

5. I did not want to sit on the wet ground.

6. The teacher taught a fascinating lesson.

7. Her mother is an amazing cook!

B. Change the verbs in brackets into the simple present tense so that the noun
and verb agree.

Example: She (give) me a pencil.

Answer: She gives me a pencil.

Kennenisa is a famous athlete known all over the world. He(l) (be)
so dedicated to running that he(2) (train) every day. He (3)
(want) to be ready for any race. He (4) (travel) a lot, and this week
he is in New York. He usually (5) (stay) at an expensive hotel. As
a professional athlete, he never (6) (drink) alcoholic beverages. He
often (7) (drink) a cup of tea and (8) (read) a newspaper.
Kennenisa is always very busy. He (9) (practise) for four hours every
day. He (10) (go) to bed late and he always (11) (get) up
early.

Grammar Spot

Present simple tense

We use the present simple tense with verbs to talk about repeated actions and
facts.

Examples of repeated actions

I use my bike to get around town.

My family always cleans our compound on weekends.

Examples of facts

It rains a lot in our village.

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English I Grade 7 I Week 4

Week 4 Day 4

7. Reading Fluency

A. Tell one or two things you remember from the text Growing Cotton.

B. Read the sixth paragraph of Growing Cotton aloud to your partner. Say
all of the words correctly and read with good rate and expression so your
listener is interested.

8. Vocabulary

Match each word to its correct antonym (word with opposite meaning).

Word Antonym

1 warm A formal

2 tight B cheap

3 casual C loose

4 relaxed D optional

5 expensive E cold

6 required F uncomfortable

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 English I Grade 7 I Week 4

Week 4 Day 5

9. Writing

Writing Conventions

Change each singular noun to a plural noun by adding '-s/-es' or change the
'y' to '-i' and add '-es'.

Example:

Singular: crop

Plural: crops

Singular Nouns Pural Nouns

1 fibre

2 factory

3 dress

4 pesticide

5 baby

6 flower

7 sky

8 field

9 bush

10 farmer

Writing Composition

Review the paragraphs you wrote in the previous week about cooking a dish
you are familiar with. Make sure you have proper punctuation, spelling and
capitalisation in your sentences. Rewrite your paragraphs and then share them
with a partner.

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 A
Holidays and Festivals
UNIT

Week 5: Types of Holidays

i I

Week 5 Day 1

1. Word Study

Homophones are words that sound the same but have different meanings and
spellings. Match each word in Column A with its homophone in Column B.

Example:

hear —► here

A B

1 new A preys

2 holey B right

3 piece C knew

4 praise D holy

5 write E peace

2. Reading

Pre-reading Activity

A. Make a prediction about the text based on the title and picture.

B. Talk with a partner about the following:

How do children celebrate holidays in Ethiopia?

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 English I Grade 7 I Week 5

While-reading Activity

A. Read the following questions. Then read the text and write down the
answers to the questions.

1. When do Ethiopians celebrate their New Year?

2. How do children earn money from others on the day of the New Year?

3. Which month is exceptionally found only in the Ethiopian calendar?

4. What is the flower that covers most highlands of Ethiopia?

5. When do parents visit their family and friends on the holiday of the New
Year?

B. Identify the words in the passage which are replaced by the following
pronouns

1. 'which' paragraph 1, lined 4. 'they' paragraph 3, line 1

2. 'their'paragraph 2, line 1 5. 'their'paragraph 3, line 4

3. 'their' paragraph 2, line 6

Ethiopians' New Year Celebration

.. ;

Ethiopian highlands become exquisitely covered with a particular kind of flowers,

the yellow daises, or locally known as ' Adey Abeba'. After months of heavy rain,
the skies clear and the sun reappears creating fresh, clear and beautiful weather.
The thirteenth month, 'Pagumen', which is typical to the Ethiopian calendar marks
the end of the rainy season, the arrival of the sunny season, the reopening of

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English I Grade 7 I Week 5

schools after a vacation of couples of months, the start of the harvest season and, of
all events, the coming of the new Ethiopian year.

On the 11th of September each year, Ethiopians ceremoniously welcome their

new year. For the festivity, exceptionally prepared cultural and delicious meals
accompanied by local drinks are made available, almost, in every household. On
this particular day, many parents allow their children to spend the day with their
peers. So, girls wearing cultural dresses go singing New Year's songs from door to
door and collect presents. Likewise, boys give their drawings they have already
prepared for the day to those who are close to them and in return receive money.

For parents or adults, the festivity starts at home. They exchange New Year's
presents with their family members. Adult males buy and slaughter cattle as part of
the celebration. Women, on their own part, prepare coffee, serve local drinks and
make food ready. Later in the afternoon, parents visit their family and friends as
their children roam around freely and try to spend the money they managed to earn
on the occasion.

Post-reading Activity

Discuss the following questions with a partner.

1. What additional activities not indicated in the passage are part of the New-
Year celebration in your area?

2. Think of a holiday ceremony which you celebrate other than the New Year.
Tell your group members about it.

Week 5 Day 2

3. Vocabulary

A. Rewrite each of the following sentences with the correct word in brackets.

1. Men and women have different roles during (festival/festivities.)

2. For most holidays, parents buy new (cloths/clothes) for their children.

3. (Preparations/Prepare) for New Year ceremony start months

earlier.

4. Children (participate/participation) in different activities.

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 English I Grade 7 I Week 5

B. Match each word to its correct synonym (word with same meaning).

Word Synonym

1 exquisitely A celebration

2 reappears B attractively

3 arrival C repeats

4 ceremoniously D coming

5 delicious E home

6 festivity F colorfully

7 household G very tasty

8 allow H permit

4. Listening

Celebrations

Pre-listening Activity

A. Make a prediction about the text based on the title.

B. Talk with a partner about the following:

1. Why do countries celebrate their victory day?

2. What do you know about the celebration of the Ethiopian victory days?

While-listening Activity

Copy the table into your exercise book. Listen to the story and fill in the table
about the specific event and its date.

Events Dates

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English I Grade 7 I Week 5

Post-listening Activity

A. Talk with a partner to see if your predictions were correct.

B. Retell the story to your partner in your own words.

C. Talk with a partner about the following:

What would have happened if those foreign powers who invaded Ethiopia at

different times were not defeated ?

Week 5 Day 3

5. Speaking

A. Study the dialogue and act it out with your partner.

Almaz: Hi, Mustefa!

Mustefa: Hi, Almaz! How are you?

Almaz: I'm fine, thank you. How are you going to spend the holiday?

Mustefa: We are planning to visit our Aunt for Eid-al Adha.

Almaz: I wish you a happy Eid-al Adha.

Mustefa: Thank you!

B. Work with a partner to create a dialogue using expressions about the

holidays. Use some of the phrases in the table to help create your dialogue.

Questions before the Questions after the

Wishes for the holiday
holiday holiday

How are you going to

Happy ! How was the holiday?
spend the holiday?

What are your plans Did you have a good

Best wishes for !
for the holiday? holiday?

I wish you a happy and Where are you going How did you spend
prosperous holiday! to spend the holiday? the holiday?

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 English I Grade 7 I Week 5

6. Grammar

A. Write a list of questions to gather information about holidays. Then ask

and answer your questions with a partner. The questions should be about:

1. The date of the celebration

2. Reasons for celebrating the holiday

3. The practises and common norms on the holiday

4. Roles of family members on the holiday

5. Places of celebration

Example Questions:

When do we celebrate ...?

Why do we buy new clothes during holidays?

B. Match the wh- question word with the corresponding answer.

Wh- word Answer

1. When? A. By bus

2. Where? B. The green ones

3. What? C. Adama

4. Who? D. Because it is my birth place

5. Why? E. The dress

6. Which? F. Samson

7. How? G. 2001

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English I Grade 7 I Week 5

Grammar Spot

Prepositions

A preposition is a word that relates parts of a sentence using direction,

location or time.

Examples: of, to, in, for, on, by, about, through, over, before, between, after,
under, behind, with, at, from, into, during, until

Wh- Question Words

We use the words who, what, where, when, why, which and whom to ask
questions and find out information about people, things and places.

We use why to ask for reasons. Why are you late?

We use when to ask for time. When will you be back?

We use who and whom to ask about someone. Who is that girl? With whom
do you go to the market?

We use where to ask for places. Where do you live?

We use what to ask about things or activities. What is your favourite food?

We use which to ask about specific things, people or places. Which shoes are
yours?

Week 5 Day 4

7. Reading Fluency

A. Tell one or two things you remember from the text 'Ethiopians' New Year'.

B. Read the second paragraph of 'Ethiopians' New Year' out loud to your
partner. Say all of the words correctly and read with good rate and
expression so your listener is interested.

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 English I Grade 7 I Week 5

8. Vocabulary

Write each word below in your exercise book. Next to each word, write its
synonym (a word that has the same meaning).

Example:

Word = Synonym
attending = going

1. celebrate 3. eve 5. served

2. daisies 4. embrace

Week 5 Day 5

9. Writing

Writing Conventions

A. Add exclamation marks, question marks, full stops, quotation marks and
commas when you copy the sentences into your exercise book.

1. What a nice holiday it is

2. Alima Diriha Chot and Dawit usually go to Addis Ababa to celebrate the
New Year
3. Why don't you celebrate the holiday with your sister
4. Oh that is interesting
5. What does pilgrimage mean

6. If you celebrate it you must wear nice clothes

B. Write two or three paragraphs about a holiday that is common in your
area. This is a first draft and you will have time to revise and edit it in the
following week.

Ideas to include in your paragraphs:

1. The date of the celebration

2. Things prepared for the celebration such as food or clothes
3. The reason for celebrating the holiday
4. The ways of celebrating the holiday

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English I Grade 7 I Week 6

Week 6: Holidays and Festivals

I I

Week 6 Day 1

1. Word Study

Homophones are words that sound the same but have a different meaning and
spelling. Match each word in Column A with its homophone in Column B.

Example:

seen —► scene

A B

1 soul A wholly
2 see B sun
3 holy C male
4 mail D sea
5 son E sole

2. Reading

Pre-reading Activity

A. Make a prediction about the text based on the title and picture.

B. Talk with a partner about the following:

1. Have you ever been to a December Eight celebration? What was it like?

2. What do you think makes December Eight special?

While-reading Activity

Read the following questions. Then read the text and write down the answers
to the questions.

1. What holiday is celebrated on December Eight?

2. How often is the Nations, Nationalities and Peoples' Day celebrated?

42
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 English I Grade 7 I Week 6

3. What happens during the festivities on December Eight?

4. Why is December Eight celebrated?

December Eight

Representatives of all nations

nationalities and peoples from all
corners of Ethiopia gather annually
to celebrate December Eight. On this
day, Ethiopians celebrate Ethiopian
Nations, Nationalities and Peoples'
Day. We celebrate this day because
we all now have and cherish equal
rights under the constitution. It is
a special day because citizens were
not always given equal rights by
previous governments.

December Eight is a symbol of peace, democracy, justice, tolerance and love.

It is a day to demonstrate unity through diversity. Ethiopia has many cultures,
religions, languages and ethnic groups. On December Eight people of all nations
and nationalities share their cultures with each other. People show off their unique
cultural dress, languages and dances.

This day is unique because Ethiopians of all cultures, religions and regions come
together. The streets are decorated with national and regional flags. Banners and
posters show the importance of the day. There are magnificent cultural dances with
beautiful music.

This day is an opportunity to see the diversity of Ethiopia. It is a day for expressing
freedom, acceptance and diversity.

Post-reading Activity

Discuss the following questions with a partner.

1. What does diversity mean?

2. Why are equal rights for all nations, nationalities and peoples' important?

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English I Grade 7 I Week 6

Week 6 Day 2

3. Vocabulary

Match each word to its correct meaning.

Word Meaning

1 justice A being together as a whole

2 equal B to be exactly the same

3 constitution C being fair

4 magnificent D to make more attractive or beautiful

5 unity E the written rules and laws of a country

6 decorate F to show or reveal

7 express G impressively beautiful

4. Listening

The Ethiopian Flag

Pre-listening Activity

A. Make a prediction about the text based on the title and picture.

B. Talk with a partner about the following:

1. Where do you usually see the Ethiopian flag?

2. What do you think the colours and shapes in the Ethiopian flag mean?

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 English I Grade 7 I Week 6

While-listening Activity

A. Read the following sentences. Decide if they are true or false as you listen
to the text.

1. The green colour in the Ethiopian flag symbolizes justice.

2. The blue colour at the centre represents equality.

3. The length and width of the flag are equal in size.

4. The yellow colour in the flag represents hope.

5. The green, yellow and red stripes are equal in size.

B. Copy the table into your exercise book. Complete the table as you listen to
the text.

Colours/design of the flag Meaning

1. green colour

2. yellow colour

3. red colour

4. emblem

5. blue colour in the emblem

6. lines in the emblem

7. star in the emblem

8. yellow rays

Post-listening Activity

A. Talk with a partner to see if your predictions were correct.

B. Retell the story to your partner in your own words.

C. Talk with a partner about the following:

1. What do you see in Ethiopia's bright future?

2. Why are hope, justice and equality important?

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English I Grade 7 I Week 6

Week 6 Day 3

5. Speaking

A. Study the dialogue and act it out with your partner.

Almaz: How often do Ethiopians celebrate Ethiopian Nations, Nationalities

and Peoples' Day?

Mustefa: We celebrate once a year. How often do you celebrate birthdays in

your family?

Almaz: We celebrate birthdays in my family. We celebrate five birthdays

every year because there are five people in my family.

Mustefa: How often do you eat cake?

Almaz: I never eat cake because I don't like it. How about you?

Mustefa: I only eat cake sometimes. We usually eat it only on special

occasions.

B. Work with a partner to create a dialogue asking and answering questions

about how often you do different things.

6. Grammar: Frequency Adverb

Rewrite each sentence and fill in the gaps with frequency adverbs that are true
for you.

1. I go to bed late on Sundays.

2. My mother makes eggs for breakfast.

3. My friends watch sports on TV,

4. We celebrate our birthdays.

5. I take a shower in the morning.

6. My father works on Saturdays.

7. I brush my teeth

8. We eat in/era.

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 English I Grade 7 I Week 6

Grammar Spot

Frequency Adverbs

We use words like always, usually, sometimes, never, every day, annually,
weekly, once and twice to show how often actions happen. These are called
frequency adverbs.

Example: I always celebrate December Eight with my cousins in the city. We

usually go to watch the dancing and we sometimes even dance along. We
never stay out too late and we always come home on time. I wish December
Eight happened more than once a year.

Week 6 Day 4

7. Reading Fluency

A. Tell one or two things you remember from the text, "December Eight ".

B. Read the third paragraph of December Eight aloud to your partner. Say
all of the words correctly and read with good rate and expression so your
listener is interested.

8. Vocabulary

Read each sentence. Work with a partner to guess the meaning of each word in
bold based on the clues in the sentences.

Example: I have an assignment for school to write about the meanings of the
symbols, shapes and colours in the Ethiopian flag.

Answer: The word in bold is assignment. The sentence clue is 'assignment for
school to write about'. This gives a hint that assignment means 'task'
or 'piece of work.'

1. The flag has a green stripe at the top, yellow in the middle and red at the
bottom.

2. The red stripe represents sacrifice and heroism to celebrate the people who
died for Ethiopias freedom.

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English I Grade 7 I Week 6

3. The yellow rays signify the bright future of Ethiopia.

4. There are magnificent cultural dances with beautiful music.

5. It is a day to demonstrate unity through diversity by bringing many different

people together.

Week 6 Day 5

9. Writing

Writing Conventions

Put exclamation marks, question marks, full stops and commas where
appropriate when you copy the sentences into your exercise book.

1. I need to buy eggs milk lettuce and bread

2. My favourite colours are blue red green and pink

3. I am so excited because today is my birthday

4. Excuse me where can I find the bathroom

5. One day while I was walking to work I met a very nice woman

6. Does anyone know this place

Writing Composition

Review the paragraphs you wrote in the previous week about a holiday that
is common in your area. Make sure you have proper punctuation, spelling
and capitalisation in your sentences. Rewrite your paragraphs and then share
them with a partner.

48
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 | Technological Devices
mim

Week 7: Mobile Phones

I I

Week 7 Day 1

1. Word Study

Do the activity in the table based on the given example.

Word Separate Syllables Root Word Suffix

1. metallic me-tal-lic metal -ic

0 economic

acidic
4 academic
S geographic

6 allergic

2. Reading

Pre-reading Activity

A. Make a prediction about the text based on the title and picture.

B. Talk with a partner about the following:

1. What is the difference between fixed phones and mobile phones?

2. How do mobile phones improve people's lives?

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English I Grade 7 I Week 7

While-reading Activity

Read the following questions. Then read the text and write down the answers
to the questions.

1. How did people communicate before mobile phones were invented?

2. What are the uses of mobile phones?

3. How many major parts do most mobile phones have?

4. Why is the circuit board an important part of a mobile phone?

5. What happens when you speak into a mobile phone?

6. What is the purpose of a telecommunication's tower?

Mobile Phones

A long time ago, people communicated with

each other in different ways than they do today.
Smoke signals and tribal drums were some of
the earliest forms of communication. Later,
letters delivered on foot or horseback allowed
people to communicate more information. The
telegraph and telephone set the stage for more
modern means of communication. With the
invention of the mobile phone, communication
is now instant and can happen anywhere at
any time.

A mobile phone is a hand-held wireless communication device that has many

communication functions. Mobile phones are used for keeping in touch with family
and friends, taking pictures, playing games, sending text messages or using the
internet. Mobile phones are different from fixed, stationary phones because they
are portable. They make it possible for people to talk to each other anywhere in the
world.

Mobile phones are not as complicated as you might think. Most mobile phones
have seven major parts: a circuit board, an antenna, a liquid crystal display (LCD),
a keypad, a microphone, a speaker and a battery. The circuit board is the most
important part of a mobile phone because it contains the computer chip that operates
the phone.

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 English I Grade 7 I Week 7

When you dial someone's number, a signal is sent through the air to a
telecommunications tower. The tower then directs your call and connects it to
another phone so that you are having a conversation within seconds. Mobile phones
have tiny speakers and microphones that are very powerful. When you speak into
a mobile phone, it picks up your voice and changes your voice into radio waves.
These radio waves are also sent through the air to the tower and onwards to the
person you are calling instantly.

When cell phones were first invented they were very large. Some of them were
almost the size of someone's head! Over time, the design of mobile phones has
improved and they are now small and thin.

Post-reading Activity

Discuss the following questions with a partner.

What would life be for us without mobile phones?

Week 7 Day 2

3. Vocabulary

A. Look at each of the following words. Work with a partner to find each
word in the reading text. Look at the sentence clues around each word to
determine its meaning.

Example:

Unknown word: portable

Clues from text: Mobile phones are different from fixed, stationary phones
because they are portable. They make it possible for people to talk to each
other anywhere in the world.

Meaning of portable: easy to carry or move easily

Unknown words

signal connected conversation modern

operate thin stationary

instant invention design

51
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English I Grade 7 I Week 7

B. Copy the sentences into your exercise book. Read the words in the Word
Bank and choose the correct word to fill in the gaps in the sentences.

Word Bank

missed call phone send message block

switch it off call pictures receive

Since I am in school for the whole day my father bought me a smart(l) .

My parents call me or (2) me a text message if they want to
know how I am doing. If I want them to (3) me I will send them
a(4) saying, "Dad, please call me." I sometimes use my phone to take
(5) and I send them to my sister. Sometimes people I don't know call
me. I never answer and my phone tells me I have a (6) . If they bother me
a lot, 1(7) _ _ their number so they can't call me anymore. My father advised
me to(8) or put it on silent mode when I am in class. I prefer to put my
phone on silent mode so that I can still (9) messages.

4. Listening

Mobile Phone Uses

\V-

52
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 English I Grade 7 I Week 7

Pre-listening Activity

A. Make a prediction about the text based on the title and picture.

B. Talk with a partner about the following:

What do you think are the most common uses of mobile phones?

While-listening Activity

Copy the table into your exercise book. Listen to the text and fill in the table.

Uses of mobile phones

1. 4. 7.

2. 5. 8.

3. 6. 9.

Post-listening Activity

A. Talk with a partner to see if your predictions were correct.

B. Retell the text to your partner in your own words.

C. Talk with a partner about the following:

1. Do you think the mobile phone was a good invention? Why or why not?

2. Do you think there is anywhere that mobile phones should not be used?
Where? Why?

Week 7 Day 3

5. Speaking

A. Study the dialogue and act it out with your partners.

Anjore: Hello, (Anjore speaking).

Dana: Goood morning. This is Dana. I would like to speak to Lensa.

Anjore: Just a moment, please.

Lensa: Hi Dana.

Dana: Hi Lensa. I want to know if the library is open on Sunday.

53
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English I Grade 7 I Week 7

Lensa: It is not open this Sunday because it is a holiday. But it is open on the
other days.

Dana: Thanks. Bye.

Lensa: Bye.

B. Work with two partners to create a telephone conversation about the

following situation:

You are calling your friend to know if she can get a soft drink after school the
next day. But it is not your friend who answered the phone. Ask the person who
has answered the phone to connect you with your friend.

6. Grammar: Relative Pronounce

A. Read each sentence in the radio show dialogue. Discuss with a partner
what noun each relative pronoun in bold refers to.

Example: The family buys soft drinks when they go to the movie theater. Do
you know which one they like to buy?

Answer: Which refers to the soft drinks.

Radio Show Dialogue

Presenter: We are more likely to be run over by a car than struck by lightning.
Is this true?

Mathews: Yes, it is. Many people are afraid of lightning. It's easy to understand
the reason. However, there is only a four million to one chance of
being struck by lightning.

Presenter: But aren't there some people who have been struck by lightning
more than once?

Mathews: Yes, there are, but these cases are very rare. There is a man who has
been hit by lightning seven times.

Presenter: And is he still alive?

Mathews: Yes, he is. He survived.

Presenter: What do you think a person who is caught in a storm should do?

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 English I Grade 7 I Week 7

Mathews: Well, they shouldn't stand near a tree which is taller than the others.
This is because lightning always strikes the object which is the
tallest.

Presenter: Are there other precautions that should be taken by people in this
area?

Mathews: For people whose houses are in low-lying areas, they should be
careful of flash floods.

B. Copy the sentences in your exercise book. Choose the correct relative
pronoun (who, whom, which, that, whose) to fill in the gaps in the sentences.

Mathews: If there is a building in you can take shelter, you should go

to it and close the windows.

Presenter: So, lightening doesn't strike buildings very often?

Mathews: Actually, it does. There is a famous building was struck a

long time ago in New York.

Presenter: You mean the Empire State Building was built in 1800s?

Mathews: That's right. But the people were inside were safe!

Presenter: Do you know any other unusual stories about lightening?

Mathews: One of the most amazing stories is about a blind man

eyesight returned during a storm. No one can explain how it
happened.

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Grammar Spot

Relative Pronouns

These are words that refer to nouns, whether they are people, places, things,
animals or ideas. They can be used to join two sentences.

The most common ones are who, whom, whose, which and that. The following
table shows their functions.

Function People Things/animals/ ideas

Subject who, that which, that

Object that, who, whom which, that

Possessive whose whose

Example:

Student 1: There is a book on the table. Whose book is that?

Student 2: Which one are you talking about? That one?

Week 7 Day 4

7. Reading Fluency

A. Tell one or two things you remember from the text, 'Mobile Phones'.

B. Read the first paragraph of 'Mobile Phones' aloud to your partner. Say
all of the words correctly and read with good rate and expression so your
listener is interested.

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8. Vocabulary

Underline the word with the same meaning for the word in bold in the following
sentences.

Example:

I want to speak to my friend. We have not talked to each other in years!

speak = talk

1. I could not answer the phone when she called me, but I dialled her number
a few minutes later.

2. I was talking to her on the phone but then I asked her to hold on. My mother
was speaking to me so she had to wait.

3. She likes to communicate with me on the phone, but I only like to interact
in person.

4. My mother always chats with my aunt at the weekend. They have

conversations that last hours.

5. My dad likes talking on his mobile phone because it is portable.

Day 5

9. Writing

Writing Conventions

Read each word and write sentences using the words get double consonants
when '-ed' and '-ing' are added to the end of them.

Example:

rub —► rubbed

1. drag 3. hop 5. play

2. snow 4. box 6. snap

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Writing Composition

Write a dialogue of 8 to 10 sentences for a mobile phone conversation. This is

a first draft and you will have time to revise and edit it in the following week.
Use some of the phrases in the table to help create your dialogue.

Hello/Good morning/Good afternoon.

To make contact
This is
To give more information about
I am calling from
yourself
Speaking. Can I help you?
Receiving a call
This is she/he. What can I do for you?

Asking for names or more Who is calling, please?

information when a call is received Who is speaking, please?

Caller asks for the person whom Could I speak to , please?

she/he wants to contact I would like to speak to

Can I take a message?

Leaving a message Can I leave a message?

Would you like to leave a message?

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 English I Grade 7 I Week 8

Week 8: Technological Devices

I I

Week 8 Day 1

1. Word Study

Do the activity in the table based on the given example.

Word Separate Syllables Root Word Suffix

1. changeable change-a-ble change -able

2. affordable

3. adaptable

4. valuable

5. acceptable

6. manageable

2. Reading

Pre-reading Activity

A. Make a prediction about the text based on the title and picture.

B. Talk with a partner about the following:

1. What are computers?

2. Why do people use computers?

While-reading Activity

Copy the table into your exercise book. Read the text and fill in the table.

Parts of a computer Uses

1
2
3
4

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English I Grade 7 I WeekS

Computers

Computers are modern machines which store, ^

retrieve and process information. To do
these activities, the parts of a computer work
together. A desktop computer has a computer
case, monitor, keyboard and mouse.
■
A computer case is a metal and plastic box that
contains the main parts of the computer. These
include the motherboard, which is a computer's o
r
main circuit board. A Central Processing Unit
(CPU) is also found inside the computer case. It is sometimes called the brain of
the computer. Its job is to carry out commands. The power supply is also inside the
computer case. The user can turn the computer on and off by pressing a button on
the front of the computer case.

The monitor is the part of a computer that visually communicates with the user. It is
like a television because it has a screen. Almost all information from the computer
that a user needs to see is communicated through the monitor. It displays images
and text on the screen. Most monitors have control buttons that allow you to change
your display settings. For example, you can make the screen brighter or darker.

The other part of a computer is the keyboard. It allows the user to communicate
with the computer. It has keys that send signals to the computer when pressed.
The computer recognises these signals and carries out the necessary processes and
commands.
In addition, the mouse also helps the user to communicate with the computer. The
mouse is like a remote control for a television. It is a pointing device. It allows
the user to point at objects or words on the screen and click on them. The user can
then choose to type words in an email, surf the internet or play games, among other
possibilities.

Post-reading Activity

Discuss the following questions with a partner.

1. Do you think every student should have a computer? Why or why not?

2. Which one do you prefer, using a computer for looking up information or

using a computer for communicating with people on the Internet? Why?

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Week 8 Day 2

3. Vocabulary

Match each word to its correct synonym (word with same meaning).

Word Synonym

1 retrieve A interact

2 parts B show
3 commands C press

4 information D data

5 display E orders

6 communicate F components

7 signals G indicators

8 click H recover

4. Listening

The History of Computers

Pre-listening Activity

A. Make a prediction about the text based on the title.

B. Talk with a partner about the following:

How do computers make people's lives easier?

While-listening Activity

Read the questions and answers. Listen to the text and choose the correct
answers.

1. Why do humans have to supply computers with information and tell them
what to do?

A. Because computers can save time and work.

B. Because computers cannot think on their own.

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C. Because computers can store office information in their memory.

D. Because computers can help us in many ways.

2. Why did the first computers fill up almost a whole floor of large offices?

A. Because they were costly.

B. Because of the demand for computers.

C. Because no one wanted to keep them at home.

D. Because they were huge.

3. What is a synonym for the word compact?

A. huge C. small

B. cheaper D. costly

4. Which of the following statements is NOT TRUE?

A. Computers are only used in offices.

B. Computers can now fit on a writing table.

C. Computers are cheaper than they used to be.

D. Computers store a lot of data in their memories.

5. Another title for this text could be:

A. How Computers Are Bad for the World

B. Older and Newer Computers

C. Computers are Security Guards

D. The Electric Factory

Post-listening Activity

A. Talk with a partner to see if your predictions were correct.

B. Retell the text to your partner in your own words.

C. Talk with a partner about the following:

1. Where can you learn to use a computer?

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Week 8 Day 3

5. Speaking

A. Study the dialogue and act it out with your partner.

Student 1: What hot drinks do you prefer?

Student 2: I prefer tea to coffee.

Student 1: Why do you prefer tea?

Student 2: I take tea with my father every morning. I like the taste. What do
you prefer?

Student 1: I prefer coffee. I like to take it with milk and sugar.

B. Work with a partner to create a dialogue about your preferences for the
following:

Hot drinks (tea or coffee)

Films (comedy or adventure)

Books (short stories or novels)

Weather (hot or cold)

6. Grammar: Active/Passive Voice

A. Read each sentence and decide with a partner if it is written in the active
or passive voice.

1. The body of the computer is made from a metal box.

2. A computer displays information on the monitor.

3. A computer can store and process data.

4. The display settings are controlled by a button.

5. The keyboard is used to type.

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B. Copy the sentences into your exercise book and add the verb in brackets
that makes sense.

Example:

Computers (were made/made) by scientists.

Computers were made by scientists.

1. Alexander Graham Bell (was invented/invented) the telephone in 1876.

2. Lalibella (is visited/visited) by over 10,000 people every year.

3. Most Ethiopians (are worn/wear) clothes that (are made/make) from cotton.

4. People in the highland areas of Ethiopia (are grown/grow) teff

5. Other grains (grow/are grown) by people in lowland areas.

C. Work with a partner to answer the following questions. Write your answers
in complete sentences using the passive voice in your exercise book.

Example:

What ingredients are used to make juice?

Fruits and sugar are used to make juice.

1. What products are made from timber?

2. What food can be made from wheat flour?

3. What crops are commonly harvested in your area?

4. Which foods are processed in a factory?

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 English I Grade 7 I Week 8

Grammar Spot

Active Voice

In active sentences the person or thing doing the action is the subject of the
sentence (comes first) and the person or thing receiving the action is the
object (comes after the verb).

For example:

The boy is operating the computer.

the boy = subject of the sentence

the computer = object of the sentence

Passive Voice

In passive sentences, the person or thing receiving the action is the subject
of the sentence (it comes first). The person or thing doing the action is
optionally included near the end of the sentence (It comes after the verb.)
It is used when the receiver of the action is more important than the person
or thing doing the action.

For example:

The computer is being operated by the boy.

the computer = subject of the sentence

the boy = object of the sentence

Week 8 Day 4

7. Reading Fluency

A. Tell one or two things you remember from the text "Computers".

B. Read the third paragraph of Computers aloud to your partner. Say all
of the words correctly and read with good rate and expression so your
listener is interested.

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English I Grade 7 I WeekS

8. Vocabulary

A. Read each sentence. Work with a partner to guess the meaning of each
word in bold based on the clues in the sentences.

Example: In Japan and America, robots are used in factories to assemble cars.

Answer: The word in bold is assemble. The sentence clue is 'used in factories'.
This, combined with the knowledge that they are used with cars, gives a hint
that assemble means 'put together' or 'make.'

1. Humans have to supply computers with information and order them what
to do with it.
2. Because of the high demand for computers, scientists soon found ways to
produce cheaper and smaller computers.
3. Today, computers are not only cheaper, but also more compact. They can
just be placed on top of an ordinary writing table.
4. The user can then choose to type words in a document, surf the Internet or
play games, among other possibilities.
B. Copy the sentences into your exercise book. Read the words in the Word
Bank and choose the correct word to fill in the gaps in the sentences.

Word Bank

programmed think data instructions 1940s

computers complicated themselves speeds world

Machines with Brains!

Did you know that computers are one of the most impressive inventions of all
time? The first computer was invented in the(l) . Computers have
now moved into almost every area of society. (2) are fascinating and
frightening at the same time. Many people think of them as machines with "brains"
and believe they can (3) on their own. After all, they play music, ask
questions, store a lot of information, sort out data and much more.

In fact, computers do not have brains and they cannot really think by
(4) . They are (5) to do the work of human beings at
very high (6) . The actual thinking is done by the humans who feed
them with information and programme them to perform given (7) .

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 English I Grade 7 I Week 8

Computers are(8) tools that can receive a set of instructions, and

carry them out by calculating a lot of (9)

Imagine the (10) before computers! The modern world of high

technology is a result of the development of the computer.

Day 5

9. Writing

Writing Conventions

Correct the capitalisation and punctuation errors in the following text when
you copy it into your exercise book.

last week i went to the movie theatre with my mother we enjoyed it so much and
we watched two movies! we also bought popcorn and candy After the movie, we
walked to the ice-cream store We licked our ice-cream cones and talked about my
good grades at school my mother said she wanted to treat me for being a good
student i thanked her and we walked home.

Writing Composition

Review the dialogue of a mobile phone conversation you wrote in the previous
week. Make sure you have proper punctuation and capitalisation in your
sentences. Rewrite your dialogue and then share it with a partner.

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English I Grade 7 I Week 9

Week 9: Machines
I I

Week 9 Day 1

1. Word Study

Do the activity in the table based on the given example.

Syllables Word Root Word Suffix

1. le-gal-ly legally legal -ly

2. im-me-di-ate-ly
3. pub-lic-ly
4. o-pen-ly
5. grad-u-al-ly
6. sud-den-ly

2. Reading

Pre-reading Activity

A. Make a prediction about the text based on the title and picture.

B. Talk with a partner about the following:

1. How are baby chickens bom?

2. What does a chicken egg need in order to hatch?

While-reading Activity

A. Copy the sentences into your exercise book. Fill in the gaps after you read
the passage.

1. provide the perfect environment for chicken eggs to hatch.

2. Chicken eggs hatch after approximately days.

3. Industrial incubators can hold almost eggs.

4. Some materials needed to make a homemade incubator include ,

and

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 English I Grade 7 I Week 9

B. Identify which noun each of the following pronouns refers to:

1. 'their' (paragraph 1, line 3)

2. 'they' (paragraph 2, line 3)
3. 'it'(paragraph 3, line 2)

1—
D3

v],

Egg Incubators

An incubator is a special machine that controls temperature and air humidity. It is

often used for hatching eggs artificially. It allows the unborn baby animal inside
the egg to grow without their mother's warmth. The animal can grow safely until it
is ready to hatch. Incubators are usually used to hatch bird eggs, but they can also
hatch reptile eggs, such as crocodile eggs.

Chicken eggs hatch after approximately 21 days. Other species of bird eggs take
longer or shorter amounts of time to mature. Incubators are often used on large
chicken farms, but they can also be found in classrooms. Some industrial incubators
can hold almost 125,000 eggs. Smaller ones that are used in the classroom only
hold about six eggs.

Raising chickens at home has always been popular. Hatching chickens can be a fun
family project and can save money. The cost of buying an incubator is high, but it is
relatively simple to make. Some of the materials needed include a box, a light bulb,
a thermometer and a bowl of water. Everyone should give it a try!

Post-reading Activity

Discuss the following question with a partner.

How do people in your area hatch chicken?

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English I Grade 7 I Week 9

Week 9 Day 2

3. Vocabulary

Match each word to its correct meaning.

Word Meaning

1 mature A man-made

2 hatch B used in or related to industry

3 control C fully grown

4 industrial D well known

5 artificial E temperature measuring device

6 thermometer F come out of an egg

7 popular G regulate

4. Listening

Juicers

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 English I Grade 7 I Week 9

Pre-listening Activity

A. Make a prediction about the text based on the title and picture.

B. Talk with a partner about the following:

1. Do you think that drinking juice can keep us healthy? Why? Why not?

2. Have you ever had homemade juice?

3. What is your favourite juice?

While-listening Activity

A. Copy the questions in your exercise book. Listen to the text and write the
answers.

1. What is a juicer?

2. Who invented the juicer?

3. What happens if people do not get enough fruits and vegetables in their
diet?

4. What are the advantages of juicers?

5. What are the disadvantages of juicers?

B. Read the following sentences. Decide if they are 'true' or 'false' as you
listen to the text.

1. It is important to buy a juicer that is easy to clean.

2. Juicers work only electronically.

3. It is important to buy a juicer with strong blades for juicing carrots.

Post-listening Activity

A. Talk with a partner to see if your predictions were correct.

B. Retell the text to your partner in your own words.

C. Talk with a partner about the following:

1. Do you think it is better to juice fruit, or just eat them?

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Week 9 Day 3

5. Speaking

A. Study the dialogue and act it out with your partner.

Manager: Hello Petros. Would you like to learn how to keep the company's
financial records?

Petros: Yes. I would like to know about that. I want to be an accountant

someday. Please teach me.

Manager: You are a good employee. I would like to train you.

Petros: Would you like me to come in early tomorrow to start?

Manager: No. I would prefer if we start now. Is that fine?

Petros: Yes, Sir.

B. Work with a partner to create a dialogue about what you would or would
not like to do at a job someday. Use some of the phrases in the table to help
create your dialogue.

Expressions of preference Questions of preference

I would like Would you like...?

I prefer Would you prefer...?

I would not like What do you think about...?

I do not prefer

6. Grammar: Active/Passive Voice

A. Read each sentence and decide with a partner if it is written in the active
or passive voice.

Example:

The hen provides all the environmental conditions needed to hatch the eggs.
(Active)

All the environmental conditions needed to hatch the eggs are provided by the
hen. (Passive)

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 English I Grade 7 I Week 9

1. The temperature should be kept at a constant 37-38 degrees Celcius.

2. A rooster and a hen are needed to produce fertile eggs.

3. An egg can be hatched artificially.

4. We can operate juicers both electronically and manually.

B. Rewrite each sentence in the passive voice using the verb suggested in
brackets. Look at the example to get an idea.

Example:

It is made of glass. It is powered by electricity. It is used at night. It is replaced

when it isn't working. It is sold in a supermarket or household shop. Can you
guess what it is? It is a light bulb!

It (1) (put) on the wall. It (2) (power) by electricity. It

(3) (use) a lot during the hot season. It (4) (use) to make
the room colder. The outside (5) (make) of plastic. It (6)
(clean) three or four times a year. It (7) (connect) outside the house.
It (8) (buy) in an electrical shop. It (9) (fix) by a technician.
It(10) (replace) once every ten or twenty years. Can you guess what
it is? It is an air conditioner!

Week 9 Day 4

7. Reading Fluency

A. Tell one or two things you remember from the text "Egg Incubators".

B. Read the first paragraph of Egg Incubators aloud to your partner. Say
all of the words correctly and read with good rate and expression so your
listener is interested.

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English I Grade 7 I Week 9

8. Vocabulary

Match each word to its correct synonym (word with same meaning).

Word Meaning

1 squeeze A routine behavior

2 recommended B easy to use

3 boost C hand-operated

4 moderation D flesh of a fruit

5 pulp E reasonable amount

6 manual F compress

7 user-friendly G enhance

8 habit H suggested

Week 9 Day 5

9. Writing

Writing Conventions

Add colons into the sentences where they are needed as you copy them into
your exercise book.

1. You will need the following ingredients milk, sugar, flour and eggs.

2. Yohannes sets the alarm clock for 6 00 a.m.

3. My father ends every conversation the same way "Don't give up."

4. Mix the oil and vinegar at a 1 2 ratio.

5. I have invited the following people to my party Kevin, Amy and Keeley.

6. The soldier shouted the following before leaving to war "We shall return
victorious!"

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Use of colon Example

Indicating a list The reporter interviewed the following people:

the home-room teachers, the director and some
students.

Before a direct quotation This is what Plato had to say about mathematicians:
"1 have hardly ever known a mathematician who
was capable of reasoning."

Between an hour and a minute Our soccer game starts at 7:30pm.

Showing a ratio Mix milk and water at a 3:1 ratio.

Writing Composition
Write five or six sentences about how to make a glass of mango juice. Use the
passive and active sentences as well as adjectives and at least one colon in your
sentences.

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 A
Indigenous Games
UNIT

Week 10: Horse Riding

i I

Week 10 Day 1

1. Word Study

Do the activity in the table based on the given example.

Syllables Word Root Word Suffix

1. hap-pi-ness happiness happy -ness

0 sad-ness

po-lite-ness
4 qui-et-ness
S health-i-ness

6 nerv-ous-ness

2. Reading

Pre-reading Activity

A. Make a prediction about the text based on the title and picture.

B. Talk with a partner about the following:

1. Have you ever seen people riding a horse?

2. Can you ride a horse?

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 English I Grade 7 I Week 10

While-reading Activity

A. Copy the sentences into your exercise book. Fill in the gaps as you read the
text.

1. Horses are dressed with fine , shiny

and colourful .

2. Horses are used for in the rural parts of Ethiopia.

3. Wild horses in Ethiopia are found in and they are called

4. People are Kundudo horses.

B. Read the following sentences. Decide if they are 'true' or 'false' as you read
the text.

1. Horse riding was introduced in Ethiopia very recently.

2. Horses are only found in the cities like Addis Ababa.

3. In Ethiopia, horses are colourfully decorated.

4. Horse riding serves many purposes in Ethiopia.

C. Identify which noun each of the following pronouns refers to:

1. 'they' (paragraph 1, line 2)

2. 'their' (paragraph 1, line 3)

3. 'it' (paragraph 3, line 1)

4. 'they' (paragraph 4, line 3)

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Horse Riding

Horseback riding is an ancient and traditional activity that is still popular today in
all parts of Ethiopia. Horses are not only a historical means of transport, but they
are also a source of pride for local people. Ethiopians dress their horses beautifully
with fine leather saddles, shiny bridles and colourful blankets.

There are about 2.8 million horses in Ethiopia, more than half the total in the African
continent. Ethiopian horses were traditionally used for farm work and travel, but
today many of them can be found on pitches for sport purposes.

Horse riding is more than a sport or a hobby; it is also a way of life for many people
in Ethiopia. Horses do farm work for rural farmers. This lightens the burden of hard
labour on a farm. Horses can also be used to fetch water or take children to school.

However, not all horses in Ethiopia are domestic and tamed. In the Kundudo
Mountains, near the eastern city of Harar, one of the last herds of wild horses
in the country still wanders freely. These are the Kundudo horses and they have
roamed these mountains for centuries. However, the wild nature of these horses is
endangered as local people continue to catch and tame them for domestic use.

Post-reading Activity

Discuss the following questions with a partner.

1. How do you think horses can be used for tourism?

2. Why do you think horses are source of pride for many Ethiopians?

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 English I Grade 7 I Week 10

Week 10 Day 2

3. Vocabulary

Match each word to its correct meaning

Word Meaning

1 pride A a seat that is used for riding a horse

2 ancient B the distant past

3 tamed C moved around freely

4 saddle D source of personal satisfaction and value

5 roamed E domesticated

4. Listening

Horse Treks for Adventure Seekers

English I Grade 7 I Week 10

Pre-listening: Activity

A. Make a prediction about the text based on the title and picture.

B. Talk with a partner about the following:

1. Have you ever heard of National Horse Riding Day? Would you want to
participate in it?

2. How would you prefer to explore the plains of Ethiopia, in a car or on

horseback?

While-listening Activity

A. Copy the sentences into your exercise book. Fill in the gaps as you listen
to the text.

1. This company offers horse treks across .

2. The weather is perfect for horse riding because .

3. Horse treks last between and hours a day.

4. The company provides , and during

overnight trips.

5. take your pictures while trekking so you will never

forget the experience.

B. Read the following sentences. Decide if they are true or false as you listen
to the text.

1. The company only offers multi-day trips.

2. If you do a trek overnight, you must bring your own camping tent.

3. You will meet many friendly locals on this trek.

4. This horse trek will be an unforgettable experience.

Post-listening Activity

A. Talk with a partner to see if your predictions were correct.

B. Retell the text to your partner in your own words.

C. Talk with a partner about the following:

What equipments do you think are needed for horse riding?

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 English I Grade 7 I Week 10

Week 10 Day 3

5. Speaking

A. Study the dialogue and act it out with your partner.

Waiter: Hello. What can I get for you?

Customer: Could I please have some more coffee?

Waiter: Of course. I will get it right away. Can I get you anything else?

Customer: Can I also have some water?

Waiter: Certainly. Would you like tap or mineral?

Customer: Please bring me a glass of tap water if you can.

Waiter: Sure, I can. I'll be right back.

Customer: Thank you.

B. Work with a partner to create a dialogue between a waiter and a customer.

6. Grammar: Imperatives

A. Match the beginning of the sentence with the end of the sentence to create a
meaningful imperative sentence. Then write each sentence in your exercise
book.

Beginning of sentence End of sentence

1 Wash A by bus to Addis.

2 Don't play B your teeth regularly.

3 Walk C football in the classroom.

4 Don't be D your mobile phone.

5 Brush E the instructions carefully.

6 Go F slowly so you do not trip.

7 Switch off G so silly.

8 Read H your hands.

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B. Copy each sentence starter into your exercise book. Complete them to
create imperative sentences.

Example

Do your .

Do your homework.

1. Clean the .

2. Stay .

3. Take out .

4. Tell me .

5. Wash

Grammar Spot

Imperatives

Imperatives, or commands, are sentences that we use to give instructions

or orders.

Imperatives do not start with a subject. They start with a verb.

Imperatives usually end with a full stop.

Example:

Take a bath.

Go to the store.

Week 10 Day 4

7. Reading Fluency

A. Tell one or two things you remember from the text 'Horse Riding'.

B. Read the second paragraph of 'Horse Riding' aloud to your partner. Say
all of the words correctly and read with good rate and expression so your
listener is interested.

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8. Vocabulary

Copy the sentences into your exercise book. Read the words in the Word Bank
and choose the correct word to fill in the gaps in the sentences.

Word Bank

adventurous camping expedition encounter

traditional exclusive equipment professional

1. If you become a member you will have use of the swimming pool.

2. A scientific to the ocean floor will depart next week.

3. Most visitors are entertained by the food and dancing during

Ethiopian celebrations.

4. We don't expect to any major problems this year.

5. People who like to spend time outdoors will love next to Lake
Tana.

6. There are so many things to do in Ethiopia such as horse

riding, seeing wildlife in a national park or swimming in a waterfall.

7. If you are going on a long hike overnight, remember to pack

such as a cooking stove, tent and mattress.

8. Remember to go with a tour company so you do not get lost

or be in a difficulty.

Week 10 Day 5

9. Writing

Writing Conventions

A. Change each singular noun in brackets to a plural noun by adding '-s',

'-es' or '-ies'. Write the new sentences in your exercise book.

Example:

Name some (thing) that you learned in your (class) today.

Name some things that you learned in your classes today.

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1. Give the (horse) some water before you put their (saddle)
on.

2. In science class, I learned the (name) of three common (gas) .

3. Did you know that (caterpillar) become (butterfly) ?

4. We studied (type) of (grass) that grow on the prairie.

5. The teacher told us that (monkey) use their (tail) like an

extra hand.

B. Find 10 singular and 10 plural nouns in the following story. Write them in
your exercise book.

The Birds and the Frog

A frog and two birds were good friends. They lived by a river in a forest. The birds
traveled a lot and visited many places. They often told stories about different places
to the frog. The frog wanted to come along with them.

One day the frog had an idea. He told the birds, "I cannot go with you because I do
not have wings. I can solve this problem. You can each hold the end of a long stick
in your beaks. I will hold the middle part of the stick with my mouth. That way I can
come with you when you fly." One bird thought it was a good idea. However the
other bird said, "That's a good idea, but you are very talkative. Can you be quiet? If
you talk, you will fall down and you might die." The frog promised to be quiet. The
birds and the frog left the next day. As they flew over a village, they saw an exciting
celebration. They saw many men, women and children having fun. There was food,
drinks and dancing. The frog wanted to show the birds the celebration. As soon as
he opened his mouth to tell them, he lost his grip on the stick. He fell down through
the air. Amazingly, he landed in a pond and survived. He never saw the birds again.

Writing Composition

Write two or three paragraphs about a game that is played in your area. This
is a first draft and you will have time to revise and edit it in the following week.

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 English I Grade? I Week 11

Week 11: Gebeta

I I

Week 11 Day 1

1. Word Study

Study the given example and complete the rest accordingly

Syllables Word Root Word Suffix

1. harm-less harmless harm -less

2. de-fense-less

3. val-ue-less

4. tire-less

5. smoke-less

6. home-less

2. Reading

Pre-reading Activity

Make a prediction about the text based on the title and picture.

Talk with a partner about the following:

1. How many traditional games can you play?

2. What are the traditional games known all over Ethiopia?

While-reading Activity

A. Read the following questions. Then read the text and write down the
answers to the questions.

1. How many holes are there in a game of Gebetal

2. In which part of Ethiopia is Gebeta commonly played?

3. Apart from seeds, what else can be used to play the game?

4. Why do families keep Gebeta game boards?

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B. Read the following sentences. Decide if they are 'true' or 'false' as you read
the text.
1. Gebeta can only be played with a wooden board.

2. Gebeta can be played with seeds or stones.

3. Mothers usually carve a Gebeta board when their daughters get married.

4. Gebeta can be played by both children and old people.

Gebeta

Many seeds or stones are needed to play.

The game is easy to play for all ages. Each of the 18 holes in the board starts with
several seeds or stones in it. Players move the seeds or stones from one hole to the
next one by one. The winner is the player with the most seeds or stones in their own
pocket at the end of the game. Gebeta requires some counting abilities and strategy
to win.

The Gebeta game board can be played anywhere. The two carved boards are
fastened loosely with leather thongs, which may be folded together like a book and
carried with a handle. If you do not have access to a Gebeta board, however, you
can still play the game. A Gebeta game board can be carved into the ground. All you
must do is collect some stones or seeds and you can play the game!

Families keep Gebeta boards for generations. They act as a symbol for family life
for both the old and the young. In some families when a young man gets married,
his father may carve a board for him to play the game with his bride.

Source: Taken from Grade 7 English Student Book

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 English I Grade? I Week 11

Post-reading Activity

Discuss the following questions with a partner.

How would you explain the rules of Gebeta to someone from outside Ethiopia?

Week 11 Day 2

3. Vocabulary

Look at each of the following meanings. Work with a partner to find a word
from the reading text, 'Gebeta'' that fits each meaning.

Example:

Meaning: to cut and shape a material

Word from the text: carve

Meanings Words from the text

1 flat piece of wood
2 a woman about to marry
3 bent over on itself
4 a plan of action with the aim to win
5 a skill or talent
6 organised in a certain way

4. Listening

Poem

Pre-listening Activity

A. Make a prediction about the text based on the title and picture.

B. Talk with a partner about the following:

1. What traditional Ethiopian games do you know?

2. Which one is your favourite game?

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While-listening Activity

Copy the questions in your exercise book. Listen to the text and write the
answers.

1. What game is being talked about?

2. When is the game played?

3. Who plays the game?

Post-listening Activity

A. Talk with a partner to see if your predictions were correct.

B. Retell the text to your partner in your own words.

C. Talk with a partner about the following:

1. What do you think the poet's attitude is towards the game of Gebetcf!

2. The poem has not been given a title. Can you give it a title?

Day 3

5. Speaking

A. Study the dialogue and act it out with a partner.

Student: My English is terribly poor and I think I should do something

about it. What do you advise me to do?

Teacher: I think you should try studying this book. It's a very good book for
beginners.

Student: Oh, yes. I've heard about it, but what do you think I should start
with?

Teacher: You should start with the Days. Then try the exercises.

B. Work with a partner to create a dialogue giving advice about the following
situation. Use the words 'should' and 'shouldn't' in your dialogue.

Situation: I have been feeling sick for three months. I have headaches every
day and sometimes I am so tired I fall asleep in class. What should I do?

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6. Grammar: 'Either...or'/ 'Neither...nor'

Copy the sentences into your exercise book. Fill in the gaps with either/or or
neither/nor.

Example:

She is so fond of football that she cares for Genna Gebeta.

She is so fond of football that she cares for neither Genna nor Gebeta.

1. In this game, you win lose. It depends on you.

2. Chala Teklai will help you with your homework. They are
both busy at the moment.

3. This is my offer. You take it leave it.

4. When I go to the restaurant, I eat fish roast chicken. These

are my favourite meals.

5. His father believed his son his friend. He thought that both
were lying.

6. I need your help your compassion. I can handle my problems

all alone.

7. Hanna Biruk will write the report. Just ask one of them.

8. you return the money you had stolen, I'll call the police.

9. My mom can read write. She is illiterate.

10. You can use this computer the other one. Someone must fix
them first.

Grammar Spot

'Either...or', 'Neither...nor'

The expression either... or gives an option to choose between the first one or
the second one.

Example: I am either going to work or attending my classes today.

The expression neither... nor means not the first option and also not the second
option.

Example: I am neither going to work nor attending my classes today.

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Week 11 Day 4

7. Reading Fluency

A. Tell one or two things you remember from the text 'Gebeta'.

B. Read the third paragraph of Gebeta aloud to your partner. Say all of the
words correctly and read with good rate and expression so your listener is
interested.

8. Vocabulary

Copy the sentences into your exercise book. Read the words in the Word Bank
and choose the correct word to fill in the gaps in the sentences.

Word Bank
folded board leather fastened
folks wood unique game

Gebeta is a traditional(l) which has been practised for centuries in

Ethiopia. Its rules are (2) _ and not similar to any other game. The
game is played on a (3) made of (4) which can be easily
(5) into two halves. The boards are then (6) together using
a(7)_ thong. (8) usually entertain themselves with the game
either at home or at public gatherings.

Week 11 Day 5

9. Writing

Writing Conventions

A. Rewrite the following paragraph with the correct sequence words in

brackets.

Hello, I'm Henok and I had a great birthday yesterday. (First, Next) I met my
friends at the shopping centre and they bought me a present. (Then, Finally)
we had pizza at a cafe. (Finally, Next) we went to the cinema and saw a very
funny comedy. (Then, First) suddenly my parents arrived. They took me to an

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amazing restaurant for dinner. (Next, Finally) we went home and I went to bed,
tired but happy.

B. The steps for washing your hair are not put in the right order. Determine
the correct order, then write the sentences in your exercise book using
correct sequence words (first, second, then, next, finally).

Rinse the shampoo from your hair with water.

Wet your hair with some water.
Rub the shampoo into your hair.
Comb your clean hair.
Dry your hair with a towel.

Writing Composition

Review the paragraphs about a game played in your area that you wrote in
the previous week. Make sure you have proper punctuation, spelling and
capitalisation in your sentences. Rewrite your paragraphs and then share
them with a partner.

Week 12: Genna Game

I l

Week 12 Day 1

1. Word Study

Do the activity in the table based on the given example.

Syllables Word Root Word Suffix

1. de-vel-op-ment development develop -ment

gov-em-ment
en-ter-tain-ment
4 bet-ter-ment
S re-fresh-ment
6 ar-range-ment

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2. Reading

Pre-reading Activity

A. Make a prediction about the text based on the title and picture.

B. Talk with a partner about the following:

1. Have you ever played any traditional game?

2. Have you ever played Genual

While-reading Activity

A. Read the following questions. Then read the text and write down the
answers to the questions.

1. What is the width of the standard Genna game field?

2. What materials do you need to play Genual
3. When was Genna invented?
B. Read the following sentences. Decide if they are 'true' or 'false' based on
the text.

1. According to the passage, the exact time of the origin of Genna is clearly
known.
2. Girls are allowed to play Genna with boys.
3. There are twenty players on the field during Genna.
4. You can play Genna on a field of any length or width.

Genna Game

In Ethiopia there is a traditional

game called Ye-Genna chewata,
which means 'Genna game'. It
resembles the hockey game in
Europe and North America.

The game is played using a crude,

homemade stick, and a small wooden
ball called roor. It is a competitive
game played between two teams
that each have of 10 members. One

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 English I Grade? I Week 12

of the 10 players is a goalkeeper. The game lasts one hour which is divided into two
halves. There is a 10 minute recess between the two halves. During the game teams
compete against each other to hit the roor into nets with their sticks. The team with
the most goals scored at the end of the game is the winner.

Men and young boys participate in the game. Women are spectators who gather
around and sing songs while the men and boys play.

The standard Genna game field is 45 metres in width and 90 metres in length.
However, the game can be played in any field or open space around the village.
The field does not need to have a standard width or length. The Ye-Genna chewata
game is registered as a one of Ethiopia's traditional games.

Post-reading Activity

Discuss the following question with a partner.

Do you think girls and women should be allowed to play Genual Why?

Week 12 Day 2

3. Vocabulary

Match each word to its correct synonym (the word with the same meaning).
Use clues in the reading text to help you.

Word Synonym

1. resembles A. rest

2. recess B. play

3. spectators C. recorded

4. divided D. split up

5. compete E. be similar

6. standard F. fixed

7. registered G. viewers

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4. Listening

Children's Games

Pre-listening Activity

In pairs, discuss on the following questions.

1. What kind of traditional game have you been playing in your free time ?

2. Have you ever played 'akukulii"! How about 'kebeto'l

While-listening Activity

A. Copy the sentences into your exercise book. Fill in the gaps as you listen
to the text.

1. The child will stop saying 'akukulu' when she or he gets the response

2. in the game restarts the 'akukulu'.

3. is the person who hides a belt behind one of the children in

the circle.

4. To play children need to form a circle.

B. Read the following sentences. Decide if they are 'true' or 'false' as you
listen to the text

1. 'Akukulu' can be played once the place that serves as a home-base of the
game is chosen.

2. In the 'akukulu' game the children who are discovered become the winners.

3. The belt-passer has to make back to an open spot in the circle after he is
caught.

4. Both types of games involve hiding.

Post-listening Activity

1. Describe how each game is played to your partner.

2. Which of the two games have you found more interesting? Why?

3. What benefits would you get from playing these kinds of games?

4. What other related games are played in your area? Share with your partner.

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Week 12 Day 3

5. Speaking

A. Study each dialogue and act it out with a partner.

1. Student 1: I'm getting sleepy.

Student 2: Why don't you have a strong cup of tea?

Student 1: I suppose I could.

2. Student 1: Are you busy tonight?

Student 2: No. Why?

Student 1: Let's rent a video.

Student 2: Okay.

3. Student 1: I'm cold.

Student 2: Why don't you put on a sweater?

Student 1: I don't have a sweater.

4. Student 1: Where do you want to go for lunch?

Student 2: Why don't we go to that new cafe?

Student 1: That's too crowded at lunch time. Let's go to Dosa's Restaurant

instead.

Student 2: Okay.

Student 1. I have a headache.

Student 2: Why don't you take some medicine?

Student 1: I don't like to take medicine.

Student 2: Why not?

Student 1: It upsets my stomach.

Student 2: Then why don't you lie down and rest? Sometimes that is all it
takes to get rid of a headache.

B. Work with a partner to create a dialogue that makes suggestions. Use the
words let's and why don't we in your dialogue.

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English I Grade? I Week 12

6. Grammar: Phrasal Verbs

Read the following short story. Then match each phrasal verb to its meaning.

My Imperfect Day

When I set off for work this morning, my car broke down. So I ended up taking
the bus. As soon as I got off, I met an old schoolmate. While we were talking, he
brought up something I had already found out from some mutual friends. He
had come into some money and had set up his own business. He told me that
there was a lot to sort out, and offered to take me on, but I turned him down
straight away.

Phrasal Verb Meaning

1. set off A. hire

2. broke down B. organise

3. ended up C. stopped moving

4. got off D. didn't accept

5. brought up E. mentioned

6. found out F. came to a place without intention

7. come into G. acquire

8. setup H. discovered

9. sort out I. went out

10. take on J. leave for

11. turned down K. arrange

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Phrasal Verbs

These are two-part verbs that consist of a verb + preposition or a verb + adverb.
When combined together, the verb has a different meaning than when it is
alone.

Examples: ask around, back up, break out, check out, fall down, find out,
get away, get along, go ahead

Example: You can go ahead. I will check out of the hotel. Remember to ask
around for directions to our next destination.

Day 4

7. Reading Fluency

A. Tell one or two things you remember from the text, "Genna".

B. Read the first paragraph of Genna aloud to your partner. Say all of the
words correctly and read with good rate and expression so your listener is
interested.

8. Vocabulary

Match the synonyms in the box with the underlined words in the sentences that
follow

beautify parentless unique

presents displaced

1. It has now become common to give and take gifts during holidays

2. In celebrating religious festivals while some people help the poor by visiting
orphans, others pass the day by giving food to the homeless

3. Today is a special day for me as I am celebrating the holiday with my family

for the first time in ten years

4. During holidays, people decorate their homes with various materials.

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Day 5

9. Writing

Writing Conventions

Correct the capitalisation errors in the sentences when you copy them into
your exercise book.

Example:

alexandra must be sensitive to the fact that alexis is not as talented in art as she.

Alexandra must be sensitive to the fact that Alexis is not as talented in art as
she.

1. sarah said that her great grandmother was bom on august 24, 1899.

2. eric and sarah were married in addis ababa on august 3.

3. the fifth month of the year is may.

4. almost 300 houses were destroyed by the fire on Monday.

5. wild flowers bloom in april and may.

6. tourists fill the area during July and august when numerous festivals take
place.

Writing Composition

Write a paragraph of five or six sentences about a traditional game that you
like. Use phrasal verbs as well as adjectives in your sentences.

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 | Animals
mim

Week 13: Endemic Animals

I I

Week 13 Day 1

1. Word Study

A. Read the first (root) and second (suffix) part of each word slowly, then read
the whole word.

Root word + suffix Whole word

1 hope + ful hopeful

2 hope + less hopeless

3 harm + ful harmful

4 harm + less harmless

5 beauty + ful beautiful

6 worth + less worthless

B. Copy the sentences into your exercise book. Fill in the gap in each sentence
with a word ending in the suffix '-ful' or '-less'. Use the words in brackets
to give you a hint.

Example: Martha thought she was at math, (without hope).

Answer: Martha thought she was hopeless at math.

1. Don't be afraid of the dog. It's . (without harm)

2. The man said the watch was a piece of junk, (without any worth)

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English I Grade? I Week 13

3. She was that her project would do well at the science fair, (full
of hope)

4. The rainbow seemed to be just over the next hill, (full of beauty)

5. Don't get too close to those rocks. They can be . (full of harm)

2. Reading

Pre-reading Activity

A. Make a prediction about the text based on the title and picture.

B. Talk with a partner about the following:

1. Do you think there are endangered animals in our country?

While-reading Activity

A. Copy the sentences into your exercise book. Fill in the gaps as you read the
story.

1. What are endemic animals?

2. What endemic animals are mentioned in the text?

3. Where do these animals live?

4. What is the other name of the Gelada Baboon?

5. How many Ethiopian Wolves are left in Ethiopia?

B. Read the following sentences. Decide if they are 'true' or 'false' after you
read the text.

1. All three animals in the text are threatened because of a loss of their habitat.

2. When an animal goes extinct it means it has reproduced rapidly and its
population has increased.

3. The Walia Ibex lives on the rocky ledges of the Simien Mountains.

4. It is not our responsibility to protect endemic animals.

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 English I Grade? I Week 13

Endemic Animals in Ethiopia

Endemic species are

plants and animals that are
native to certain places or
geographic areas. There
are 31 endemic species in
Ethiopia. We must protect
them because Ethiopia lift
is the only or one of the V;
only places where they
A- i; II
live naturally. We do not
want them all to die and mi
go extinct.

There are 3 main endemic mammals that live in the Simien and Bale Mountain
National Parks: the Walia Ibex, Gelada Baboon and the Ethiopian Wolf.

The Walia Ibex can be found on the rocky ledges of the Simien Mountains. They
come out in the morning and the evening to sun themselves. They are grazers and
their diet includes bushes, herbs, shrubs and grass. The Walia Ibex is threatened by
the destruction of its habitat and poaching. Only about 500 of them remain in the
mountains of Ethiopia today.

The Gelada Baboon, also called the bleeding heart monkey, can be found in large
numbers in the Simien Mountains. They live in the high plateaus of the mountains
where they sleep on the cliffs. They travel to the top of the plateaus to feed and
socialize. Although the Gelada Baboons are not currently at risk of becoming an
endangered species, their habitat is still at risk due to human activities.

The Ethiopian Wolf is one of the rarest and most endangered species. They can
be found in the Bale Mountain National Park. The national park is home to 300
wolves. It is believed that there are only 450 of them left in the entire world. The
Ethiopian Wolf feeds on mole rats, common grass rats, eggs and young birds. The
biggest threat to the Ethiopian Wolf is the loss of their habitat due to agriculture,
development of the land and construction of roads.

Ethiopia is home to many unique animals that cannot be found anywhere else in
the world. We should be proud of these animals and protect them so they do not go
extinct.

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Post-reading Activity

Discuss the following question with a partner.

1. What can we do to protect endangered animals?

Week 13 Day 2

3. Vocabulary

Match each word to its correct meaning.

Word Meaning

1 species A native to a certain geographic area

2 endemic B in danger
3 extinct C an animal that breathes air and gives birth to live babies
4 mammal D illegal hunting and capturing of wild animals
5 threatened E the only one of its kind
6 poaching F a class of plant or animal that has common characteristics
7 unique G no longer in existence

4. Listening

Walia Ibex

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Pre-listening Activity

A. Make a prediction about the text based on the title and the picture.

B. Talk with a partner about the following:

1. Have you ever seen wild animals in a national park or in pictures? What
did you see?

While-listening Activity

A. Copy the sentences into your exercise book. Fill in the gaps as you listen
to the text.

1. The is the only wild predator of the adult Walia Ibex.

2. The Walia Ibex is a member of the family.

3. The protects the Walia Ibex.

4. There are only about Walia Ibex left in Ethiopia.

B. Copy the questions in your exercise book. Listen to the text and write the
answers.

1. What reduced the population of the Walia Ibex in the past?

2. What is reducing the Walia Ibex population today?

3. Do you think that the writer has suggested that all hyena should be killed in
order to protect the Walia Ibex? Why or why not?

Post-listening Activity

A. Talk with a partner to see if your predictions were correct.

B. Retell the text to your partner in your own words.

C. Talk with a partner about the following:

1. Why do you think it is important for the government to protect

endangered animals?

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Day 3

5. Speaking

A. Study the dialogue and act it out with a partner.

Biruk: Good morning, Hiyab. Welcome to our company.

Hiyah: Thank you, Biruk.

Biruk: I must tell you about your duties in the company.

Hiyab: Oh yes, of course. I want to start as soon as possible.

Biruk: Well, in the first place you must answer the phone, but you must not
use your mobile phone here.

Hiyab: I understand.

Biruk: You must be friendly to everybody, but you must not chat too much
with the other employees in the office. You must work very hard,
Hiyab.

Hiyab: Of course, Biruk.

Biruk: And obviously, you must type all the reports, but you must not
browse the Internet at work.

Hiyab: All right, Biruk. Everything is perfectly clear.

B. Work with a partner to create a dialogue between a teacher and student

about what they both must and must not do at school. Use the words must
and must not in your dialogue.

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6. Grammar 'Yes' or 'No' Questions

A. Study the dialogue and act it out with a partner.

Student 1: Hi. Have you got a new job?

Student 2: No, I haven't, not yet.

Student 1: Are you still looking for one?

Student 2: Yes, I am.

Student 1: Have you had any interviews?

Student 2: Yes, I have. I was interviewed at the company where my friend

works.

Student 1: Do you think they will hire you?

Student 2: I don't know. I have to take a test.

Student 1: Did you go to the training day they told us about at the last
meeting?

Student 2: Are you talking about the computer training?

Student 1: No, not the computer training, I meant the language training.

Student 2: Oh yes, I went to that. It was quite good. Have you ever been on
that course?

Student 1: No, I haven't.

Student 2: Well, I found it very useful. It helps you to think about the type of
questions we ask during a conversation in English.

Student 1: Does the school pay for you or do you pay yourself? I know that
good training is expensive.

Student 2: Oh, our school pays. They can afford it. It doesn't cost us anything.

Student 1: Has it helped you in your daily work?

Student 2: Yes, I think it has.

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B. Match each 'yes' or 'no' question to an appropriate answer.

Yes/no Questions Answers

1. Do you have a pet? A. Yes, I can.

2. Does she like to study? B. Yes, I will.

3. Did you see it? C. No, they aren't.

4. Can you speak English well? D. Yes, we do.

5. Is she from here? E. Yes, I was.

6. Are you from a big city? F. Yes, I am.

7. Are they going to come? G. Yes, I did.

8. Were you at home last night? H. No, she isn't.

9. Will you go with us? I. No, she doesn't

Grammar Spot
A

'Yes' or 'No' Questions

'Yes' or 'no' questions are also called closed-ended questions. They require
only very short answers.

Examples:

Did you...? Yes, I did. (No, I did not.)

Have you...? No, I haven't. (Yes, I have.)

Do you...? Yes, I do.(No, I don't.)

Are you...? No, I'm not. (Yes, I'm)

Can you...? Yes, lean. (No, I can't)

Will you... No, I won't. (Yes, I will.)

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Week 13 Day 4

7. Reading Fluency

A. Tell one or two things you remember from the text, "Endemic Animals in
Ethiopia".

B. Read the fifth paragraph of Endemic Animals in Ethiopia aloud to your

partner. Say all of the words correctly and read with good rate and
expression so your listener is interested.

8. Vocabulary

Match each word to its correct meaning.

Word Meaning

1. critically A. an animal that naturally preys on other animals

2. protected B. becoming fewer or less
3. habitat C. to choose a place to live
4. declining D. natural home of an animal or plant
5. settle E. kept safe from harm
6. predator F. in a way that is very bad or serious

Week 13 Day 5

9. Writing

Writing Convention

Add commas to the paragraphs when you copy them into your exercise book.

1. Jumping up and down the children waited for the movie to begin. Because
they had heard so much about the movie they weren't surprised when it
began with a cartoon.

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English I Grade? I Week 14

2. My sister likes to enjoy many different things during the summer holidays.
She loves to sleep in late each day. After she wakes up she will often help
her mother in the kitchen. After she has finished helping her mother she goes
outside to play with her friends. She loves to go hiking biking swimming
camping and jogging. Most of all she likes to go horseback riding. Darla
says the only thing she doesn't like about summer are the rainy days.

Writing Composition

Develop a newspaper article that advertises the natural attractions of Ethiopia

to tourists. This is a first draft. You will have time to revise and edit it in the
following week.

Example information to include in your article:

• Wild animals endemic to Ethiopia and their characteristics

• Fun adventures or trips you can take in Ethiopia

• Natural features such as mountains, ancient sites and traditional cultural

celebrations

Week 14: Protecting Endangered Animals

I I

Week 14 Day 1

1. Word Study

Read the first (root) and second (suffix) part of each word slowly, then read the
whole word faster.

Suffixes Examples

-er maker, hunter, swimmer

-hood manhood, likelihood, brotherhood

-ness greatness, happiness, sickness

-ship friendship, relationship, partnership

-ess lioness, patroness, princess

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-ee employee, payee, trainee

-ism socialism, activism

-ive detective, captive, narrative

-ist pianist, violinist, artist

-ment refreshment, establishment, government

-ry dentistry, forestry, chemistry

-tion creation, transition, relation

2. Reading

Pre-reading Activity

A. Make a prediction about the text based on the title and picture.

B. Talk with a partner about the following:

What animal or plant species do you know that are endangered or have gone extinct?

While-reading Activity

A. Read the following questions. Then read the text and write down the
answers to the questions.

1. What reasons are listed in the text for declining wildlife populations in
Africa?

2. What is a carnivore?

3. Which animal mentioned in the text might have gone extinct?

4. What does the Ethiopian Wildlife and National History Society do? When
was it established?

B. Read the following sentences. Decide if they are 'true' or 'false' as you read
the text.

1. Wildlife populations are declining only in Ethiopia.

2. It is important to create national parks to protect animal habitats.

3. There are 20 animal species listed as endangered and vulnerable in Ethiopia.

4. The writer believes that there is no possible way to protect animals.

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C. Identify which noun each of the following pronouns refers to:

1. 'their'(paragraph 1) 4. 'their'(paragraph 4)

2. 'they'(paragraph 3) 5. 'they'(paragraph 5)

3. 'it'(paragraph 3)

Protecting Endangered Animals

Throughout Africa,
wildlife populations have
been rapidly declining.
This is mainly due to the
changing world climate
and human activity.
Deforestation, civil wars
and pollution all destroy
animal habitats. Hunting
and poaching also
threaten their lives. This
'srm
eventually endangers
many species.

Endangerment means that a certain type of animal is very close to going extinct. If
an animal goes extinct, it means the last of its kind has disappeared completely from
the Earth. There are 15 animal species listed as highly endangered and vulnerable
in Ethiopia.

For example, there used to be high populations of wild dogs in Ethiopia. Now wild
dogs might have gone extinct because they have not been spotted for many years.
The Ethiopian Wolf is another endangered species. It is Africa's most endangered
carnivore, or meat eating animal. Humans have expanded into their territories,
resulting in their rapid population decline.

Several conservation programme seek to help endangered species in the country.

The Ethiopian Wildlife and Natural History Society was created in 1996. Their
aim is to study and promote the natural environments of Ethiopia. They also try to
share knowledge and support laws that will protect animals and the environment.

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An important part of helping endangered animals is to protect their habitats. The

creation of protected national parks, wilderness areas and natural reserves helps do
this. By protecting the places where animals live, they can thrive undisturbed.

Post-reading Activity

Discuss the following question with a partner.

1. What is the best way to save endangered species?

Week 14 Day 2

3. Vocabulary

Match each word to its correct meaning. Use clues in the reading text to help
you.

Word Synonym

1. declining A. exposed to danger

2. territory B. encourage

3. deforestation C. contribute

4. vulnerable D. clearing of trees

5. share E. preservation

6. conservation F. decreasing

7. protected G. illegal poaching

8. poaching H. kept safe

9. promote I. area of land

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4. Listening

Are Zoos good things?

-l-

Pre-listening Activity

A. Make a prediction about the text based on the title and picture.

B. Talk with a partner about the following:

1. Have you ever been to a zoo? What do you think about zoos?

While-listening Activity

A. Copy the questions in your exercise book. Listen to the text and write the
answers.

1. Where are dolphins and whales often forced to perform tricks?

2. Why is an animal's natural habitat better than a cage?

3. What is one of the positive things about zoos?

4. Which animals in the text have especially close bonds with their families?

B. Read the following sentences. Decide if they are 'true' or 'false' as you
listen to the text.

1. Modem zoos can offer animals a living environment that is as good as their
natural habitats.
2. One of the reasons zoo animals become distressed is because they are
separated from their families.
3. Dolphins and whales usually live longer in zoos than in the wild.
4. People who have visited zoos are more educated about animals and more
likely to support animal conservation and protection.

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5. Zoos can cause animals to have physical and emotional problems.

6. Zoos can be a safe place for mistreated or abandoned animals.

Post-listening Activity

A. Talk with a partner to see if your predictions were correct.

B. Retell the text to your partner in your own words.

C. Talk with a partner about the following:

1. Is it cruel to keep animals in zoos?

2. Do you think all zoo animals should be released? Why or why not?

Day 3

5. Speaking

A. Study the dialogue and act it out with a partner.

Hanna: Yeshi, why do you look so sad?

Yeshi: I have some problems, Hanna.

Hanna: What's happened to you, Yeshi?

Yeshi: I'm very confused! I think I lost my purse.

Hanna: What? Are you serious? When did you lose it?

Yeshi: Yesterday. I'm afraid to talk to my mom about it.

Hanna: Yeshi, if you have some problem you should talk to your family.

Yeshi: Who should I talk to? My father is not at home this week.

Hanna: In my opinion you must talk to your mother. Your mother will
understand and help you.

Yeshi: Do you think so?

Hanna: Yes. Don't be afraid, Yeshi.

Yeshi: Fine. I will talk to my mom. Thanks for your suggestion, Hanna.

Hanna: You're welcome, Yeshi.

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B. Work with a partner to create a dialogue about one of the following

situations:

1. Help your partner decide which item to buy.

2. Warn your partner against doing something.

3. Suggest that your partner change his/her plans.

4. Help your partner make up his/her mind.

5. Suggest doing an activity together.

6. Grammar Neither.... and So

A. Study the dialogue and act it out with a partner.

Student 1: What do you do at the weekends?

Student 2: I go to the movies.

Student 1: So do I.

Student 2: But my mother doesn't let me go more than once a month.

Student 1: Neither does mine. What else do you do?

Student 2: I walk in the park.

Student 1: So do I. When I go, I can wear my new shoes.

Student 2: So can I.

Student 1: What do you do in the evenings? I have a great group of friends I

spend time with.

Student 2: So have I. We go to many places together. We like to go shopping.

Student 1: So do we. But we don't buy much because we don't have much
money.

Student 2: Neither do we. We just like to look items in shops.

B. Work with a partner to create a dialogue about your weekly activities. Use
'so' and 'neither' in your dialogue.

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C. Match each statement with an appropriate response.

Statements Response
1. I'm thirsty. A. Neither do I.
2. I have a book. B. So am I.
3. I like coffee. C. Neither did I.
4. I enjoyed the meal. D. Neither am I.
5. I was pleased to hear the news. E. So have I.
6. Lucy doesn't like coffee. F. So do I.
7. John isn't at the office. G. So did I.
8. He didn't go to the cinema yesterday. H. So was I.

Grammar Spot

Neither. and So

We use 'neither....' to agree with a negative statement.

We use 'so ' to agree with a positive statement

Examples:

1. Mr. A: I don't like eating goat meat.

Mr. B: Neither do I.

2. Ms. A: I like ice cream.

Ms. B: So do I.

Week 14 Day 4

7. Reading Fluency

A. Tell one or two things you remember from the text, "Protecting Endangered
Animals".

B. Read the third paragraph of Protecting Endangered Animals aloud to

your partner. Say all of the words correctly and read with good rate and
expression so your listener is interested.

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8. Vocabulary

Copy the sentences into your exercise book. Read the words in the Word Bank
and choose the correct words to fill in the gaps in the sentences.

Word Bank

habitat conservation tricks behaviour

families environment separated emotional

1. Zoo critics say that they can cause animals mental and harm

2. Even the best man-made environments cannot come close to an animal's

natural .

3. Whales and dolphins in zoos are often made to perform in front of

crowds.

4. Zoo animals are often depressed because they were from their

5. Zoos can provide a safe for animals that have been mistreated or
abandoned.

6. Zoos help to educate the public about issues and animal

protection.

7. Scientists can study animal and how to treat animal illnesses

in zoos.

Week 14 Day 5

9. Writing

Writing Conventions

Add semi-colons to join the sentences when you copy them into your exercise
book.

Example:

The hills are beautiful. I love taking walks around them.

The hills are beautiful; I love taking walks around them.

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1. I felt sick. My friend walked me to the nurses' office.

2. I'm having a party on Sunday. My friends are bringing sodas and cookies.

3. The brothers disagreed. They are not speaking to each other.

4. The traffic was too bad. I decided to walk home.

5. The cat looks cute. She has tiny ears.

Writing Composition

Review the newspaper article you started in the previous week advertising
tourist attractions in Ethiopia. Make sure you have proper punctuation,
spelling and capitalisation in your sentences. Rewrite your article and then
share it with a partner.

Week 15: The Importance of Wild Animals

Week 15 Day 1

1. Word Study

Homographs are words which have the same spelling but different meanings.
They might even have different pronunciations. Match each homograph in the
sentences with the correct meaning.

Example:

The (1) wind is blowing hard. I have to (2) wind my clock.

a. moving air (rhymes with pinned)

b. repeatedly twist (rhymes with find)
Answers:

1. = a 2. = b

1. The singer made a low (1) bow to the audience. Maria placed a red (2) bow
on the birthday gift.

a. decorative ribbon (rhymes with so)

b. bend at the waist (rhymes with how)

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2. All the students are (1) present today. The boss will (2) present the award
at 10:00.

a. here (rhymes with pleasant)

b. give (rhymes with resent)

3. Please (1) close the door. The boy sat (2) close to his uncle.

a. near (rhymes with dose)

b. shut (rhymes with toes)

4. The rope was (1) wound around his ankles. The soldier received a (2)
wound in the battle.

a. tied around (rhymes with pound)

b. an injury (rhymes with moon)

5. I don't know if I will (1) live or die. Last night I saw the band play (2) live
in concert.

a. to have life (rhymes with give)

b. performance in real life (rhymes with hive)

2. Reading

Pre-reading Activity

A. Make a prediction about the text based on the title and picture.

B. Talk with a partner about the following:

1. What is tourism? How can it help people in Africa make money?

2. What animals do people come to see in Ethiopia?

While-reading Activity

A. Copy the sentences into your exercise book. Fill in the gaps as you read the
text.

1. Safari is a Swahili word for .

2. Safari is when people go to the African to see animals in

their natural habitats.

3. Tourists bring to spend when they go on safari in Africa.

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4. The three endangered animals mentioned in the text are the ,

and .

5. If these wild animals go extinct, less people will come to Africa for

B. Read the following sentences. Decide if they are 'true' or 'false' after you
read the text.

1. There is a link between the local and national economies in some African
countries and the survival of their wildlife.

2. Going on safari means driving for a long time on a highway.

3. The writer claims that Africa has never benefited from its wildlife.

4. People must pay fees to African governments so they can see wild animals
in the national parks.

Why African Animals are Important

Africa is home to some of the most

spectacular and diverse wildlife on the
planet. Africa has it all: big mammals
like rhinoceros, gorilla, elephant, m
giraffe and buffalo; reptiles like the
Nile crocodile, giant tortoise and
green mamba snake; and birds like the
ostrich, flamingo and parrot. People
from all over the world come to Africa
to see these animals on a safari. Safari
is a Swahili word that means journey. It
is when people go into the wilderness
to see animals in their natural habitats.

In this way, African animals are

precious to the people of Africa.
Their presence brings tourism and wealth to businesses and countries across the
continent. Tourism is the main source of income for many Africans. When people
go on safari, they often spend a lot of money. They usually pay a tour company to
drive them around to see amazing animals with their own eyes. They often stay at

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lodges and hotels. They buy souvenirs like crafts and T-shirts to remember their
travels. They also buy food and drinks from local restaurants. They usually pay
fees to African governments to enter their countries. They also pay extra so they
can enter national parks where the animals stay. Special activities such as gorilla
trekking also come with expensive government permit fees. In many ways, tourists
and their money help local and national economies.

However, it is relatively cheap for local people to visit their own national parks.
This gives them the opportunity to see and appreciate wild animals in their natural
habitats.

Therefore, it is very important for African countries to protect their natural wildlife.
Many of the most impressive species are endangered and at risk of going extinct.
For example, the black rhino, the mountain gorilla and the African elephant have all
been affected by poaching, habitat loss and other human activities. If these species
and others go extinct, there will be less impressive animals to see. As a result, less
people will come to Africa for tourism. If this happens, a major source of income
will also disappear for many African countries. We must appeal to people's sense of
right and wrong to help save these animals. But we can also argue that these animals
are of financial importance. Many people's livelihoods depend on their protection.

Post-reading Activity

Discuss the following question with a partner.

1. Do you think every African should go on safari to see and appreciate wild
animals? Why or why not?

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Week 15 Day 2

3. Vocabulary

Match each word to its correct meaning

Word Meaning

1. wilderness A. something taken as a reminder of a place

2. precious B. money received for work

3. souvenirs C. possessions and money

4. economy D. a wild, uninhabited place

5. income E. a way of making a living

6. livelihood F. where something originates

7. wealth G. to make a serious or important request

8. source H. the goods and services that produce wealth for a region

9. appeal I. great value

4. Listening

Saving the Giant Panda

English I Grade? I Week 15

Pre-listening Activity

A. Make a prediction about the text based on the title and picture.

B. Talk with a partner about the following:

1. Where do Giant Pandas live?

2. Why do you think Giant Pandas are threatened?

While-listening Activity

A. Copy the sentences into your exercise book. Fill in the gaps as you listen
to the text.

1. Pandas are the national symbol of .

2. Pandas eat about kilos of every day.

3. The panda population is in danger because their natural have

been .

4. There are almost giant pandas in the wild in China.

B. Read the following sentences. Decide if they are 'true' or 'false' as you
listen to the text.

1. Pandas are carnivores.

2. Pandas reproduce quickly so their population is growing quickly.

3. Pandas are considered to be an endangered species since 2016.

4. China is developing rapidly and threatening the panda's habitat.

Post-listening Activity

A. Talk with a partner to see if your predictions were correct.

B. Retell the text to your partner in your own words.

C. Talk with a partner about the following:

1. Why are organizations like the World Wildlife Fund important?

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Day 3

5. Speaking

A. Study the dialogue and act it out with a partner.

Mother: What should we give our daughter on her birthday? Should we give
her a mobile phone?

Father: I don't think so. She is too young for that.

Mother: I think buying her a new book is a good idea.

Father: I agree with you. I think she will be happy to get it.

Mother: Do you think we can go shopping on Sunday?

Father: I like your idea. We will look for a new book on Sunday. Can we go
shopping in your car?

Mother: I'm afraid that's not a good idea. My car has a problem. It will be
better if we use public transportation.

Father: Okay. That is fine.

B. Work with a partner to create a dialogue that uses expressions of agreement

and disagreement about one of the following topics. Use some of the phrases
in the table to help create your dialogue.

1. Breakfast is the most important meal of the day.

2. Everybody should go to university.

3. It's a waste of time to learn English.

4. Alcohol should be illegal for everyone.

5. Smoking should be illegal in schools.

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English Expressions

Agreement Disagreement

1. Yes, I think that's a good point. 1. I don't agree with you.

2. I agree... 2. That's not entirely true.

3. I am with you... 3. I'm sorry to disagree with you, but...

4. I think so... 4. Yes, but don't you think...

5. It certainly is. 5. I'm afraid I have to disagree.

6. I have the same opinion. 6. I'm not so sure about that.

7. That's right. 7. I don't think so.

8. Absolutely. 8. I'm afraid I disagree.

9. Exactly. 9. I totally disagree.

10. Me, too. 10. I beg to differ.

11. Yes, I agree. 11. That's not always true.

12. I totally agree. 12. That's not always the case.

13. I couldn't agree more. 13. No, I'm not so sure about that.

14. I see exactly what you mean. 14. I can't accept it.
15. You're right. That's a good point. 15. I don't think I agree with you.

6. Grammar: Tag Questions

A. Study the dialogue and act it out with a partner.

Daniel: Good morning. I'm not too late, am I?

Boss: No, not at all. You've taken a cup of coffee, haven't you?

Daniel: Yes, I have, thank you.

Boss: We should be ready for you in a couple of minutes. You wouldn't

mind filling in these forms while you're waiting, would you?

Daniel: No, not at all. I'll give them to the receptionist when I've finished,
shall I?

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Boss: If you would, please. And you'll be working in the Maths department.
The receptionist showed you where that is, didn't she?

Daniel: Of course, she did.

Boss: And you haven't had any major illnesses, have you?

Daniel: No, I haven't.

Boss: And you've had a look at the terms and conditions, haven't you?

Daniel: Yes, I have.

Boss: You are eager to start the work, aren't you?

Daniel: Yes I am.

Boss: I think you like teaching; don't you?

Daniel: Of course I do.

B. Match each sentence with an appropriate question tag. Write the sentences
with their question tags in your exercise book. Remember to put a comma
between the sentence and the question tag.

Sentences Question Tags

1 You are excited to play chess A. isn't it?

2 He is not working now B. had he?

3 They will not visit us C. does it?

4 He has not done his joh D. aren't they?

5 She found a necklace E. don't they

6 She is not an honest girl F. won't they?

7 They do an excellent job G. is she?

8 It does not matter H. didn't she?

9 They will fail I. has he?

10 They are coming J. will they?

11 He had not read the book before K. is he?

12 This is amazing L. aren't you?

13 Let us have a cup of coffee M. shall we?

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Grammar Spot

Question Tags

A question tag is when a sentence that ends with a full stop is turned into a
question by adding a short question at the end.

Example:

1. You are excited to go to the party, aren't you?

2. It is a beautiful day, isn't it?

3. Let's go to the store, shall we?

Week 15 Day 4

7. Reading Fluency

Tell one or two things you remember from the text, "Why African Animals are
Important".

Read the second paragraph of Why African Animals are Important aloud to your
partner. Say all of the words correctly and read with good rate and expression so
your listener is interested.

8. Vocabulary

Match each word to its correct meaning.

Word Synonym

1. danger A. get, make use of

2. descended B. plentiful

3. abundant C. risk

4. destruction D. related to

5. access E. devastation

6. survival F. existence

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Week 15 Day 5

9. Writing

Writing Conventions

A. Read each sentence with a partner. Decide which sentences use commas
and quotation marks correctly.

1. a. "Chocolate is my favourite," John said.

b. "chocolate is my favourite, John said."

c. "Chocolate is my favourite" John said.

2. a. Hi wot asked are we there yet?

b. Hi wot asked "Are we there yet?"

c. Hiwot asked, "Are we there yet?"

3. a. How many people were there, Tony inquired.

b. "How many people were there?" Tony inquired.

c. How many people were there," Tony inquired.

4. a. Could you please help me with this? she said.

b. "could you please help me with this?," she said.

c. "Could you please help me with this?" she said.

5. a. "Thanks so much! I won't disappoint you," Charlie said.

b. "Thanks so much! I won't disappoint you." Charlie said.

c. Thanks so much! I won't disappoint you, Charlie said.

B. Rewrite each sentence into your exercise book with quotation marks and
commas in the correct places.

Example:

What a great day! Yelled my sister.

"What a great day!" yelled my sister.

1. Hi! Jim said to his friend.

2. What a wonderful day! shouted Mary.

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3. Sharon said, take out your homework.

4. My dad asked, when do you want to go to the movies?

5. Hello! said the stranger.

6. Have a good night, said my mother.

7. Mary said, what a beautiful day!

8. Please take the trash out, said my father.

9. Make sure you do your homework, said my mother.

10. On Friday the project is due, explained my teacher.

Writing Composition

Write two or three persuasive paragraphs about why the Ethiopian government
should preserve the natural habitats and lives of wild animals. This is a first
draft and you will have time to revise and edit it in the following week.

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