UNIT 9: ON THE FARM

LESSON ONE

Activity 1
Directions: Listen as your teacher names and describes
each of the animals and insect that live on a farm. Match
the words in the Word Bank to the pictures and write them
in the correct order in your exercise book.

1 2

3 4

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 5 6

7 8

Word Bank – Farm Animals

oxen goat bees cow donkey
cat dog sheep chickens

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Activity 2
Directions: Practise animal and insect sounds with your teacher.
Sing the song.

Animal and Insect Sounds

What’s this, what is that?

It’s a cat, meow, meow.
What’s this, what is that?
It’s a sheep, baa, baa.
What’s this, what is that?
It’s a dog, woof, woof.
What’s this, what is that?
It’s a donkey, hee haw, hee haw.

What are these, what are those?

They are chickens, cluck, cluck.
What are these, what are those?
They are cows, moo, moo.
What are these, what are those?
They are goats, meh, meh.
What are these, what are those?
They are bees, buzz, buzz.

Activity 3
Directions: With a partner take turns asking the following
questions and answering them with either: Yes, it can. or
No, it can’t.
1. Can a goat run? 4. Can a cow climb?
2. Can a cat dance? 5. Can a chicken fly?
3. Can a dog jump? 6. Can a donkey carry?

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 LESSON TWO
Activity 1
Directions: Write four sentences in your exercise book
about what different animals can do. Use the following
language pattern: A _____ can __________ .
Example: A cat can catch rats.

Activity 2
Directions: Share your sentences from Lesson Two, Activity
1 in a small group.

Activity 3
Directions: Match the beginnings and endings of sentences
from the table below and write them in your exercise book.
Share your sentences with your partner.
Example: 1. A cat kills rats.

Sentence Beginnings Sentence Endings

1. A cat pulls the plough.

2. A cow gives us meat and wool.
3. An ox give us eggs.
4. Chickens carries things.
5. A donkey give us honey.
6. A dog guards the house.
7. Bees kills rats.
8. A sheep gives us milk, meat and
leather.

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Activity 4
Directions: Read each animal word with a partner in singular
and plural forms using correct pronunciation.
-Z sound - S sound
dog - dogs cat - cats
chicken - chickens goat – goats
cow - cows rat - rats
bee - bees
donkey -donkeys

LESSON THREE
Activity 1
Directions: Write numbers 1-10 in your exercise book.
Listen to your teacher read plural words. Write z if the
ending sounds like z and s if the ending sounds like s.

Activity 2
Directions: Make six sentences from the Substitution Table
and write them in your exercise book. Remember to make the
name of the animal plural when you write about more than one.
Example: He has seven goats.

Substitution Table
I have a cow
We has one chicken
You two sheep
He three goat
She four cat
They etc… ox

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Activity 3
Directions: Read the words in the Word Bank. Study the
pictures. With a partner match the words to the pictures.
Write the words in your exercise book.

3
4
1
6
5
Word Bank – Matching Words
grass flower seed
plant leaf meat

Activity 4
Directions: Your teacher will give you the name of an
animal about which to write. Answer the following ques-
tions in complete sentences:
1. What is the name of the animal?
2. What sound does it make?
3. What does it eat?
4. Where does it live?
5. What does it give us?/What does it do for us?

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Activity 5
Directions: Share your sentences with your group and
discuss all of the animals.

LESSON FOUR
Activity 1
Directions: Copy the T-chart into your exercise book.
Write the names of four animals in each column.

Animals That Give Us Food Animals That Help Us

Activity 2
Directions: Write numbers 1-10 in your exercise book.
Read each of the sentences about animals. Write true in
your exercise book if the sentence is true and false if the
sentence is false. Example: 1. true
1. Goats drink water. 6. Donkeys give us wool.
2. Cows eat meat. 7. Chickens eat eggs.
3. Cats kill rats. 8. Oxen pull ploughs.
4. Dogs eat leaves. 9. All animals drink water.
5. Bees give us honey. 10. All animals give us products.

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Activity 3
Directions: Compare your answers to Lesson Four, Activity 2
in a small group. Decide how to correct the sentences you
marked as false to become true statements. Write the
corrected true sentences in your exercise book.

LESSON FIVE

Activity 1
Directions: Read the words in the Word Bank. Write in
your exercise book the words you think are in the story, “A
Farmer and his Animals.”

Word Bank – A Farmer and his Animals

cat rat soldier market boat family
cow airplane wife children dog Addis Ababa

Activity 2
Directions: Read the story, “A Farmer and His Animals,”
silently as your teacher reads it out loud.

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 A Farmer and His Animals

Ato Sembeto is a farmer in a village near Addis

Ababa. He lives with his wife Kibitu and their five
children, Marga, Marta, Biritu, Jarra and Nasise. Ato
Sembeto has ten cows, three donkeys, thirty chickens
and five bee hives. The family also has a dog and a cat.

The cat is the only animal that lives in the house with
the family. The other animals and the bees have their
own homes. The cows live in a barn, the chickens in a
cage, and the donkeys in a shed. The dog lives in the
compound outside the house. The bees live in hives in
the trees in or near the compound.

The dog does not sleep at night. It guards the animals

and the family from harm. When the dog hears a
strange sound or smells a wild animal, it barks to wake
the farmer. The cat always stays in the house and hunts
for rats. When the cat sees a rat, it chases it, catches it
and eats it.

Ato Sembeto works all day on his farm. His wife milks
the cows. The youngest daughter, Nasise, collects the
eggs from their chickens; and the oldest son, Marga,
cuts honey from the bee hives. The donkeys help the
family to carry wood and other products to and from
the market. They also carry harvested crops such as
teff, barley and beans from Ato Sembeto’s farm.

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Activity 3
Directions: Read the questions with a partner and write
their answers in your exercise book. Share your answers
with the class.

1. How many people are in Ato Sembeto’s family?

2. Who is Kibitu and what does she do?
3. Who is Nasise and what does she do?
4. Who is Marga and what does he do?
5. Why does the cat chase and catch rats and where
does it live?
6. Where does the dog live and what is its job on the
farm?
7. How are the donkeys helpful and where do they live?
8. Which animals carry crops?
9. Which animals live in a cage and what do they do for
the farmer and his family?
10. Which animals live in a barn and what do they do for
the farmer and his family?

Activity 4
Directions: List the names of the animals that your family
owns. Next to each animal’s name, write the place where
it lives. If your family does not have any animals, list the
animals you would like your family to have.

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 LESSON SIX
Activity 1
Directions: Read the substitution table. Write five
sentences about the animals in the story, “A Farmer and
his Animals.”
Example: The cows produce milk.

Substitution Table
the family
in a barn
cow(s)
in a cage
chicken(s) produce(s)
in a hive
bee(s) carry/carries
eggs
The cat(s) live(s)
wood
donkey(s) kill(s)
teff
dog(s) guard(s)
rats
milk
honey

Activity 2
Directions: Listen to your teacher reading about a farmer
and the seasons. In your exercise book, write numbers 1-7.
Copy the verbs from the Word Bank in the order that a
farmer does them.

Word Bank - Verbs

sow hoe thresh winnow
plough store harvest

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Activity 3
Directions: Copy the T-chart into your exercise book.
Use the verbs in your list to show the farmer’s activities
during each season.

Rainy Season Dry Season

LESSON SEVEN

Activity 1
Directions: With a partner practise the dialogue between a
farmer and a student.
Student Good morning.
Farmer Good Morning.
Student For what do you use a plough?
Farmer I use a plough to turn over or dig the soil in the
fields.
Student For what do you use a spade?
Farmer I use a spade to dig in the garden.
Student When do you use a sickle?
Farmer I use a sickle when I cut grass, teff and corn.
Student When do you use an axe?
Farmer I use an axe when I cut wood.
Student For what do you use a hoe?
Farmer I use a hoe to remove weeds around the plants.

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Activity 2
Directions: Study the pictures below of the farmer’s tools.
With a partner point to the tools and make sentences
about what they are used for.

Example: Partner A: (Points to the plough.) What is this

and for what is it used?
Partner B: That is a plough. It is used to turn over the soil.

Activity 3
Directions: Follow your teacher’s directions as you play a
miming game about tools.

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 LESSON EIGHT
Activity 1
Directions: Read the story, “Samira’s Visit – Part I,” silently
as your teacher reads it out loud.
Samira’s Visit – Part I

Haminat and Samira are friends. Haminat lives on a farm

in the countryside and Samira lives in the town. Samira has
never been to a farm. Haminat likes to tell Samira about the
animals her father has.

One day Haminat takes Samira to visit her home in the

ountryside. On their way they see many farm animals
grazing and shepherds playing. They also see farmers
ploughing fields using oxen.

When they arrive at Haminat’s home, Haminat’s

parents welcome them and feed them a meal. The food
is prepared from cabbage, potatoes and onions which are
grown in their garden. After their meal Haminat’s father
takes them outside to see the animals.

Samira watches the sheep, the donkeys, the oxen and the
cows grazing in the field while the goats eat leaves. She
watches the bees buzzing around the hives. Samira goes with
the herders and the animals to the river so that the animals
can drink as much water as they need.

When they return from the river, Samira asks the farmer
why he needs all these animals in his farm. Haminat’s father
tells her that the cows give him milk; the oxen pull the plough;
the donkeys carry things; and the sheep and goats give meat.
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The farmer takes good care of his animals. Samira
learns many things on her visit to Haminat’s home in the
countryside.

Activity 2
Directions: In complete sentences write answers to the
questions below in your exercise book. Look back in the
story to find any answers you do not remember. Share your
sentences with a partner.

1. In which season does the story take place? (Look for

the clues in the story.)
2. What do Samira and Haminat see on their way to the
countryside?
3. Where do the herders take the animals? Why?
4. What does the farmer do when they return home from
the field?
5. Do you think that Samira is enjoying her visit? Explain
why or why not.

Activity 3
Directions: Predict what you think will happen in Part Two
of the story, “Samira’s Visit.” Share your prediction with a
partner. In your exercise book write three words you think
you will find in this part of the story.

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 LESSON NINE
Activity 1
Directions: Read the story, “Samira’s Visit – Part Two,”
silently as your teacher reads it out loud.

Samira’s Visit – Part Two

Before dark, the herders take the oxen and cows to

their barn, the donkeys to their shed and the goats and
sheep to the small barn. Haminat’s mother puts the
chickens in their cage. Then she starts milking the cows
and Haminat helps by holding the calf. Samira watches
how the cow is milked. The milk is so white and hot. She
sees steam coming from the container, called chocho.

After all the cows are milked, Haminat and Samira go

into the house. The room is warm and glows with the light
from the fire. While they are sitting around the fire,
Samira watches the cat chasing a rat. She is excited by
the new things she is seeing in the countryside.

As they sit around the fire, Haminat’s father tells Samira

how living in the countryside is full of hard work and how
the fields and the animals need the family’s attention
every single day. “Hard work always pays you back
double,” he says with pride.

The next morning, Haminat’s mother takes Samira to the

garden where they grow many different vegetables to
eat. Haminat’s mother gives Samira some vegetables to
take to her parents in the town.

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 Samira feels happy to have such an unforgettable visit
in the countryside. She can’t wait to tell her family and
friends all about it.

Activity 2
Directions: Think about the story, “Samira’s Visit.” Answer
the questions below in your exercise book in complete
sentences. Look back in the story to find any answers you
do not remember. Share your answers with a partner.

1. Which animals do the herders take to the barn

before dark?
2. Which animals do they take to the small barn before
dark?
3. Where do the chickens go before dark?
4. How does Samira know that the milk is hot?
5. What does the cat do in the evening?
6. Does Samira enjoy watching the cat?
7. How does Samira feel about her visit to the farm in
the countryside?
8. Which of the words on your list from Lesson Eight,
Activity 3 are in the story?

Activity 3
Directions: Choose your favourite part of the story,
“Samira’s Visit – Parts 1 and 2.” Tell your partner if it
happens at the beginning, the middle or the end of the
story and why it is your favourite.

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 LESSON TEN
Activity 1
Directions: Copy the table below into your exercise book.
Then sort and write the words from the Word Bank under
the correct heading. Two are already done for you.

Fruit Vegetables Crops Farm Animals

carrot barley

Word Bank – On the Farm

pineapple cotton barley banana

teff cow pumpkin sheep

watermelon maize goat wheat

cat avocado onion bee

carrot chicken donkey cabbage

orange potato dog ox

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Activity 2
Directions: Read silently as your teacher sings the song,
“I Want to be a Farmer.”

I Want to Be a Farmer

I want to be a farmer to plant fruits,

Pineapples, avocadoes, watermelon, oranges and bananas.

I want to be a farmer to plant crops.

Cotton, wheat, maize, teff, and barley.

I want to be a farmer to plant vegetables,

Pumpkins, cabbages, onions, potatoes and carrots.

I want to be a farmer to own animals,

Cows, goats, sheep and chickens.

I want to be a farmer to own animals,

Cats, dogs, donkeys, oxen and bees.

I want to be a farmer to listen to the sweet sounds they make,

Meow, neigh, woof, hee-haw, cluck, moo, buzz.

Activity 3
Directions: Follow the words and sing the song, “I Want to
be a Farmer,” as your teacher directs you.

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 LESSON ELEVEN
Activity 1
Directions: Read silently as your teacher reads “An Ethiopian
Folk Tale” out loud. It is a story from long, long ago.
An Ethiopian Folk Tale

In the southwest of Ethiopia in an area called Kaffa near

Jimma, in a small village lives a young goatherd.

One afternoon as the goatherd is herding his goats in the

field near the river, he grows tired and decides to take a
nap. He sleeps under a tree. When he wakes up, he sees
that many of his goats are dancing happily in the field. He
wonders why they are dancing. Are they sick?

He sees one of the goats eating the leaves of a bush that

has small red fruit. The goat begins to dance. The goatherd
eats some of the red fruit and soon he too is dancing in the
field with his goats.

A monk comes walking past and sees the goatherd and his
goats dancing in the field. He asks why they are dancing
happily, and the goatherd tells him about the leaves and the
red fruit. The monk thanks the goatherd and takes some of
the fruit back to the monastery to try.

The monk makes a drink with the fruit for the other monks in
the monastery. The drink tastes good, and it helps the monks
to stay awake while they are praying at night. The monk
gives this tasty drink to people who visit the monastery, and
soon people are drinking it all around the world.

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Activity 2
Directions: Talk about the story with your partner and answer
the questions below.
1. Do you know this folktale?
2. Do you know the name of the goatherd?
3. Do you know the name of the drink?
Activity 3
Directions: Find five new words in the story. Copy the words
into your exercise book. Read the story again with a partner
and try to find the meanings of the new words.
Activity 4
Directions: Look carefully at the pictures. With your partner
decide how to put the pictures in order to tell the story.
Write the numbers in story order in your exercise book.
Talk about the pictures in a small group.

1 2

3 4

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5 6

7 8

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 LESSON TWELVE
Activity 1
Directions: The six sentences in the table below are based
on “An Ethiopian Folk Tale.” Decide what happens first,
second, third, fourth, fifth and sixth (last) in the story.
Write the sentences in the correct sequence in your
exercise book.

Story Sentences

The monk makes coffee.

The goats eat leaves from a bush with small red fruit.

The goatherd sleeps.

The monk takes the fruit to the monastery.

The goatherd is herding the goats.

The monk sees goats dancing.

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Activity 2
Directions: Copy the sentences below into your exercise
book. Fill in the gaps with words from the Word Bank.
1. I like to listen to my grandmother when she tells me a
_____ tale.
2. In the afternoon I sometimes take a _____ under a tree.
3. Children like to pick _____ from the trees to eat.
4. We can make a very good _____ with the coffee
beans.
5. My mother always cooks _____ food for us to eat.
6. Usually families _____ the church or the mosque on
holidays.
7. In my garden I have a coffee _____.
8. The children go to bed early when they grow _____.
9. My brother is out in the field. He is _____ the goats.
10. Aren’t you _____? It’s time to get out of bed.

Word Bank
nap awake drink fruit bush
herding tasty folk visit tired

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 LESSON THIRTEEN

Activity 1
Directions: Correct the incorrect sentences your teacher
says about the animals in the pictures.

Activity 2
Directions: Study the pictures in Lesson One, Actvity 1
and listen as your teacher says the sounds of animals.
Tell your teacher which animal makes each sound. Then
tell everything you know about each animal.

Activity 3
Directions: In a small group make a list from memory of
the things Samira sees and does while she is visiting the farm
in Lessons Eight and Nine. Compare your list with the other
groups’ lists. Which group’s list is longer?

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188
UNIT 10: WHAT DO YOU DO EVERY DAY?
LESSON ONE

Activity 1
Directions: Study the pictures and practise reading the
dialogue with a partner.

Good morning/
Good morning/ afternoon.
afternoon. What do you do
in the morning?

First, I go to the toilet and wash my hands

and my face. Then, I get dressed and eat
breakfast. After that I go to school.

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Activity 2
Directions: Copy the gap words from the Word Bank into
your exercise book and fill in the missing letters.

Word Bank – Gap Words

1. w_sh 2. f_rst 3. br_sh 4. t_ _th
5. th_n 6. br_ _kf_st 7. t_ _l_t 8. n_ xt
Activity 3
Directions: Copy the following phrases into your exercise
book. Complete the instructions, using endings and beginnings
from the Word Bank.

1. Put on_________ 5. _______ your hair

2. Drink ________ 6. _______ your bag
3. Eat __________ 7. _______ your teeth
4. Wash_________ 8. _______ to school

Word Bank – Instructions

Endings Beginnings
your breakfast Carry
your clothes Walk
your face Brush
your milk Comb

LESSON TWO
Activity 1
Directions: In a small group take turns miming morning
activities for each other to guess.
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Activity 2
Directions: In the same small group, take turns miming
afternoon and evening activities from the Word Bank for
other students to guess.

Word Bank – Evening Activities

fetch water gather firewood cook dinner
buy things from a shop wash dishes eat dinner
walk home from school do homework

Activity 3
Directions: Copy the gap phrases into your exercise book.
Match the pictures with the phrases.
Example: 1. D. eating breakfast.

A. B. C. D.

E. I.
F.
J.

H.

G.

1. __ eating breakfast 6. ___ getting up

2. __ washing hands 7. ___ going to school
3. __ watching TV 8. ___ brushing teeth
4. __ watering the garden 9. ___ saying goodbye
5. __ playing football 10. ___ doing homework

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Activity 4
Directions: Complete the following gap sentences with verbs
(action words) from the Word Bank. Write the answers in
your exercise book.

1. The first thing I do in the morning is _____.

2. Next, I _____ to the toilet.
3. Then, I _____ my hands and face.
4. After that, I _____ my uniform.
5. I _____ my breakfast.
6. Finally, I _____ good bye to my mother and father.

Word Bank - Verbs

put on wash get up go eat say

LESSON THREE

Activity 1
Directions: Write in your exercise book three yes/no
questions and three wh- questions about routine activities to
ask your partner. Read the questions to your partner using
correct intonation. Your partner will answer your questions
out loud.

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Activity 2
Directions: Study the pictures and discuss what is happening
in each of them with a partner.

Activity 3
Directions: Study the pictures above, as your teacher reads
out loud the story, “Aisha.”

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Activity 4
Directions: In your exercise book write numbers 1-6. As your
teacher reads the story, “Aisha” for the second time, write
answers to the questions below. Compare your answers with a
partner’s.

1. In what grade is Aisha?

2. What is the first thing Aisha does in the morning?
3. What does Aisha do before she washes her hands and
face?
4. What does she wear to school?
5. What do you think Aisha eats for her breakfast?
6. What does she do after she gets her bag?

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 LESSON FOUR
Activity 1
Directions: Silently read the following dialogue between
Tsehay and Gebre.
Tsehay How often do you go to school?
Gebre I always go to school from Monday to Friday.
Tsehay Do you eat bread for your breakfast?
Gebre Yes, I sometimes eat bread for my breakfast.
Tsehay With whom do you play football?
Gebre I usually play football with my friends.
Tsehay What do you do in the evening?
Gebre I sometimes study my lessons in the evening.
Tsehay How often do you go fishing?
Gebre I never go fishing.
Tsehay Do you visit your grandparents on weekends?
Gebre Yes, I sometimes visit my grandparents on weekends.
Tsehay How often does your mother drink coffee?
Gebre My mother usually drinks coffee in the evening.
Tsehay Does your father help you with your homework?
Gebre Yes, he always helps me with my homework.
Activity 2
Directions: Practise reading the above dialogue with a partner,
taking turns as Tsehay and Gebre.

Activity 3
Directions: Find the frequency adverbs in the above dialogue.
Write them in your exercise book. Compare your list with a
partner’s.
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Activity 4
Directions: Write five complete sentences in your exercise
book using frequency adverbs from the Word Bank. Read
your sentences to a partner.
Examples: I cook breakfast every day for my family.
I never cook dinner.

Word Bank – Frequency Adverbs

always every day usually sometimes never

LESSON FIVE
Activity 1
Directions: Write three yes/no questions in your exercise book
to practise frequency adverbs about routine activities.

Activity 2
Directions: Copy the sentences into your exercise book.
Write the missing adjective in each gap. Use the Word
Bank to help you.
Example: 1. The farmer works hard all day. In the evening,
he is tired.

1. The farmer works hard all day. In the evening, he is _____.

2. I haven’t eaten my breakfast. I am _____.
3. The weather is very hot. I am _____.
4. My father bought me a new jacket. I am _____.
5. Kebede has lost his book. He is _____.
6. There is a fox in the field. The goats are _____.

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 Word Bank – Adjectives of Feeling
sad thirsty tired happy hungry afraid

LESSON SIX
Activity 1
Directions: Copy the table into your exercise book. Write
the number of each sentence under the correct time of the
day. One is done for you.
TIMES OF THE DAY
Morning Afternoon Evening Night
11

1. I water the flowers after school.

2. I usually make my bed before school.
3. I watch TV until bed time.
4. My brother helps me with my homework.
5. My mother drinks coffee after breakfast.
6. My parents always go to bed late.
7. Our teacher says goodbye to us.
8. We play football after school.
9. I change out of my uniform and help my mother.
10. I sometimes read books after lunch.
11. My mother wakes me early every morning.
12. My mother tells me a bedtime story.

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Activity 2
Directions: Copy the time chart into your exercise book.
Some activities are in the chart already. Complete it as you
read the passage, “Halima’s Daily Routine.”

Halima’s Daily Routine

Halima is my neighbour. She is a grade three student.

She lives with her mother. She is an only child. In the
morning she always cleans her bedroom. She makes her
bed. She eats her breakfast. After breakfast she says
goodbye to her mother and goes to school. In the
afternoon she eats her lunch and plays with her friends
during break time. When she comes home from school,
she changes her clothes and then she usually helps her
mother in the kitchen. In the evenings she does her
homework, washes her feet, watches TV, eats her dinner
and washes the dishes. At night she always studies for one
hour before she goes to bed.

Time Chart
Times of the
Halima’s Daily Routine
day
morning cleans her bedroom
afternoon
evening
night

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 LESSON SEVEN

Activity 1
Directions: Copy the time chart from Lesson Six, Activity 1
into your exercise book. Silently read the story, “My Mother’s
Daily Routine.” Complete the chart using information from
the passage. Compare your chart with a partner’s.

My Mother’s Daily Routine

My mother is an English language teacher in an elemen-

tary school. She is a busy mother. She always gets up at
6:00 a.m. She goes to the toilet and washes her hands
and face. She prepares breakfast in the kitchen for the
family. She changes out of her pyjamas and into her
work clothes. She eats breakfast. Then she gets her bag
and goes to work. She greets her friends and students.

In the afternoon she eats her lunch and drinks coffee.

She teaches afternoon classes. When she finishes the
last class, she says goodbye to her students and goes
home. At home she changes her clothes and waters the
garden. In the evening she prepares dinner and helps
me with my school subjects. She eats dinner with the
family, then she washes the dishes. She watches National
and International News on TV. At night she prepares
the next day’s lesson and goes to bed.

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Activity 2
Directions: In your exercise book answer the questions in
complete sentences.
Example: 1. What does the mother in the story do before
eating breakfast? She changes out of her pyjamas into
her work clothes.

1. What does the mother in the story do before eating

breakfast?
2. What kind of job does the mother have?
3. When does she wash the dishes?
4. Where does she prepare breakfast and dinner?
5. Do you think that the mother is tired at the end of the
day? Explain your answer.
6. Does the mother have a lot of responsibilities?
Explain your answer.

LESSON EIGHT
Activity 1
Directions: Listen as your teacher reads the story, “My
Name is Ahmed.” Try to remember the activities Ahmed
does each day and the order in which he does them.

Activity 2
Directions: In your exercise book answer the questions
below about the story. Check your answers by listening to
the story again.

1. When does Ahmed get up?

2. With whom does he eat his breakfast?

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3. How does Ahmed go to school?
4. When does he play with his friends?
5. What two things does Ahmed do in the afternoon?
6. What does he do before going to bed?

LESSON NINE
Activity 1
Directions: Read the “Mixed Up Story” silently. The activities
are not in their correct order. In your exercise book rewrite
the story, putting the activities in their correct order according
to the times of the day.

Mixed Up Story

Finally, I go to bed and sleep. I go to the toilet and wash my

hands and face. In the afternoon, I eat lunch and teach the
afternoon lessons.
I greet my students and start teaching. I eat my breakfast
and go to school. I come back home and water the flowers
in my garden. I change out of my pyjamas. In the evening, I
wash my feet and eat my dinner. I always get up at 6 in the
morning. I watch TV for the international and national news
and prepare the next day’s lessons.

Activity 2
Directions: Read your rewritten story to your partner. Are
your stories the same?

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 LESSON TEN

Activity 1
Directions: Copy the following time chart into your exercise
book and write your daily routines in the boxes according to
the time of the day.
Time Chart
Times of the day Activities

morning

afternoon

evening

night

Activity 2
Directions: Share your time chart in a small group. Discuss
your common daily routines.

Activity 3
Directions: In your exercise book write five short sentences
about the times your family members do routine activities.
Read your sentences to a partner.

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 LESSON ELEVEN
Activity 1
Directions: Study the pictures carefully and take turns with
a partner to say how each person feels using adjectives
from the Word Bank.
Example: 1. He feels tired.
1. 2. 3.

4. 5. 6.

7.

Word Bank – Adjectives of Feeling

hungry thirsty happy sick
sad tired angry

203
Activity 2
Directions: Copy the sentences below into your exercise book.
Fill in the gaps with words from the Word Bank.

1. I am_____ and I need food.

2. I am thirsty and I need _____.
3. I am_____ and I need medicine
4. I am tired and I need _____.
5. My brother’s bottle is empty. He is _____.
6. The baby is ______. He needs sleep.
7. Grandmother is sick. Please take her to the _____.
8. Father is hungry. We must cook _____ for him.
Word Bank – Gaps
rest clinic thirsty tired
dinner water sick hungry
Activity 3
Directions: Copy the questions into your exercise book and
answer them.
Example: 1. How do you feel after a long journey?
Answer: I feel tired.

1. How do you feel after a long journey?

2. How do you feel when you get full marks for your tests?
3. How do you feel when somebody hurts you?
4. What do you need when you are hungry?
5. What do you need when you are tired?
6. What do you need when you are thirsty?
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 LESSON TWELVE

Activity 1
Directions: In a small group mime feelings for other students
to guess.

Activity 2
Directions: Match each of the sentences under Column A
with a suitable sentence under Column B. Write the pairs
of sentences in your exercise book.

Example: 1. c. A traveller tells me he is hungry.

He needs bread.

Column A Column B

1. A traveller tells me he is hungry. a. They need water.

2. I am taking the goats to the river. b. I feel happy.

3. My mother works for 15 hours. c. He needs bread.

4. My brother takes my pen. d. She feels sick.

5. All students pass the test. e. I feel angry.

6. My father gives me a new pen. f. She needs rest.

g. The teacher feels
7. My sister is going to the clinic.
happy.

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Activity 3
Directions: Read the story, “Miss Furdosa’s Difficult Day,”
with a partner. Count how many times you see an adjective
of feeling in the story.

Miss Furdosa’s Difficult Day

Today, Miss Furdosa, the Kindergarten teacher, is having a

very difficult day. Her assistant, Fakiha, is sick, so Furdosa
must take care of all the children in her class alone.

First she plays a game with the children, but they say,
“Teacher, we are tired.” Next she reads the children a story,
but they say “Teacher, we are hungry.” Then she gives the
children a snack, but they say, “Teacher, we are thirsty.” She
takes the children to drink water, but they say, “Teacher we
need to go to the toilet.”

In the afternoon, Furdosa takes all the children outside to

play in the garden. At first they are happy, but then one
child falls down and cries. The child says, “Teacher, I’m sad.”
Furdosa comforts the child.

Furdosa takes the children back inside to rest, but they say,
“Teacher, we aren’t tired.” She sings a song to the children
until they all fall asleep. Furdosa rests too. She is very tired.

At the end of the day, Furdosa goes to Fakiha’s house.

Fakiha says, “I am feeling better now. I will come to the
Kindergarten tomorrow.” Furdosa smiles and says, “That’s
good. I need your help.” She is very happy.

206
Activity 4
Directions: Write short answers to the questions your teacher
asks about the story.

LESSON THIRTEEN

Activity 1
Directions: Write five sentences in your exercise book
using adverbs of frequency and five sentences using time
expressions given below. Share your sentences in a small
group.

Word Bank - Adverbs of Frequency

always usually often sometimes never

Time Expressions
in the morning in the afternoon in the evening at night
on Monday on Tuesday on Wednesday on Thursday
on Friday on Saturday on Sunday

207
Activity 2
Directions: In your exercise book make a Word Search
Puzzle for your partner to solve. Follow your teacher’s
directions. Exchange your word search with your partner
and solve it.

Activity 3
Directions: Mime the feelings your teacher describes.

208
UNIT 11: DO YOU LIKE PLAYING FOOTBALL?
LESSON ONE
Activity 1
Directions: Copy the table below into your exercise book.
With a partner write the names of as many vegetables,
fruits, crops, animals and other foods that you can remember.
Compare your list in a small group. Examples are in the table.

Vegetable Fruit Crop Animal Other

Food
carrot mango barley sheep oil
Activity 2
Directions: Match the pictures below to the names of the
food items in the Word Bank. In the table you drew in your
exercise book for Activity 1, write any words that are not
already in your list.

5 7
1 3 4 6
2
14
9 10
8 11 13
22
15 16 12
17 18 19 20
21 23
24
25

Word Bank – Food Items

bananas cabbage papaya corn beetroot
biscuits sweets eggs beef milk
209
Activity 3.
Directions: Read the speech bubbles which tell what the
boy and girl like.

I like mangoes. I like lollipops.

Activity 4
Directions: In your exercise book write three sets of sentences
about two things you like and two things your partners like. Use
the following language pattern:

1. a. I like _____. b. I like _____.

c. I like _____ and _____.
2. a. He likes _____. b. He likes_____.
c. He likes _____ and _____.
3. a. She likes _____. b. She likes_____.
c. She likes _____ and _____.

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 LESSON TWO
Activity 1
Directions: Play the game, Grandmother’s Trunk, in a small
group.

Activity 2
Directions: With a partner ask and answer questions about
foods you like. Use the following language pattern: Do you like
_____? Yes, I do./No, I don’t.
Activity 3
Directions: Copy the following table into your exercise book.
Write three food items you like and three food items you dislike.

Foods I Like Foods I Dislike

1. 1.
2. 2.
3. 3.

Activity 4
Directions: Write two sentences. One sentence about the
three things you like and one sentence about the three things
you dislike. Use the language pattern:

1. I like _____ , _____ and _____.

2. I dislike _____, _____ and _____.

Share your sentences in a small group.

211
Activity 5
Directions: Read the following pairs of sentences. Rewrite
the sentences in your exercise book, joining them with but.
Example: 1. I like carrots. I dislike cabbage.
I like carrots, but I dislike cabbage.

1. I like carrots. I dislike cabbage.

2. I like mangoes. I dislike avocadoes.
3. I like oranges. I dislike watermelons.
4. I like bread. I dislike barley.
5. I like lollipops. I dislike chocolate.

LESSON THREE
Activity 1
Directions: Write in your exercise book two sentences
about things you like and dislike. Join your sentences with
but. Share your sentences with your classmates.

Activity 2
Directions: Copy the table into your exercise book. Write
the names of as many farm and wild animals as you can
remember. Two are done for you. Compare your lists with a
partner’s.

Farm Animals Wild Animals

ox lion

212
Activity 3
Directions: Study the pictures of animals. Take turns to talk with
your partner about the animals you like and dislike.
Example: I like zebras and elephants. I like cows, but I dislike cats.

Activity 4
Directions: Work in a small group. Write three questions
in your exercise book to ask group members if they like or
dislike animals. Tell them which animals you like or dislike and
give reasons why.
Example: Student 1: Do you like dogs?
Student 2: Yes, I like dogs. I like my dog
because it is friendly.

213
 LESSON FOUR
Activity 1
Directions: Study the pictures and in your exercise book write
what the people are doing.

Activity 2
Directions: Write four pairs of sentences telling what the
people in the pictures above are doing and whether you like
doing it. Write two like sentences and two dislike sentences
about the activities.
Example: The girl is jumping rope. I like jumping rope.
The boy is playing leapfrog. I dislike playing leapfrog.

214
 LESSON FIVE
Activity 1
Directions: Practise the following dialogues with your partner.

Dialogue One

Student 1 What kinds of food do you like best?

Student 2 Pardon me!
Student 1 What kinds of food do you like best?
Student 2 I like _____.
Student 1 Sorry!
Student 2 I like _____.

Dialogue Two

Student 1 What kinds of animals do you like best?

Student 2 Excuse me!
Student 1 What kinds of animals do you like best?
Student 2 I like _____ best.

215
Activity 2
Directions: Read the story, “Yayo, Fatuma and Grandmother,”
silently as your teacher reads it out loud.

Yayo, Fatuma and Grandmother

Yayo and Fatuma love to visit their grandmother. Their

grandmother is 64 years old and cannot hear very well.
Yayo and Fatuma say, “Hello Grandma! How are you
today?’ Grandma replies, “Sorry, I cannot hear what you
are saying. Please repeat it.” Yayo and Fatuma shout
loudly, “Hello Grandma! How are you today?” Grandma
begins to smile and says, “I heard you the first time! I am
very well.” Yayo and Fatuma laugh at Grandma’s sense of
humour. Yayo, Fatuma and Grandma have a wonderful
time together. They talk and laugh the entire time.

Activity 3
Directions: Answer the questions your teacher asks you
about the story, “Yayo, Fatuma and Grandmother.”

Activity 4
Directions: Retell the story, “Yayo, Fatuma and Grand-
mother,” to your partner. Be sure to include the beginning,
middle and end.

216
 LESSON SIX
Activity 1
Directions: Read the interview with a partner.
Reporter What things do you like?
Busho I like mangoes, vegetables and athletics.
Reporter What things do you dislike?
Busho I dislike boxing, pineapples and fishing.
Reporter What school subjects are you most interested in?
Busho My favourite school subjects are Maths and English.
Reporter What school subjects are you less interested in?
Busho I am less interested in Arts and Environmental
Science.
Reporter Do you like going to school every day?
Busho Yes, I do.
Reporter Do you like playing at break time?
Busho No, I don’t. I like reading and talking with my friends.
Reporter Thank you for sharing your likes and dislikes with me.

Activity 2
Directions: Copy the table below into your exercise book and
write in it all the things Busho likes and dislikes. Compare your
completed table with your partner’s.

Busho’s Likes Busho’s Dislikes

217
Activity 3
Directions: Write four sentences in your exercise book
comparing your likes and dislikes to Busho’s likes and dislikes.

Example: Both Busho and I like mangoes and athletics.

I like Arts, but Busho dislikes Aesthetics.

Activity 4
Directions: Use the Sample Letter and the Letter Outline to
help you write a letter to a classmate.

Sample Letter
(Date) 24th May

(Greeting)
Dear Shaketse,

(Body)
How are you and your family? My family is fine and I
have a new baby sister. I am in grade three. I like my
school. I am more interested in Maths and English, but I
am less intrested in Arts and Environmental Science. Do
you like your school? What subject do you like most?
Tell me all the things that you like and dislike about school.

(Closing)
Your friend,
Busho

218
 Letter Outline

(Date) ______

(Greeting)Dear ______,

(Body)_________________________________________
________________________________________________
________________________________________________
________________________________________________
_____________________________

(Closing)Your friend,
_______

LESSON SEVEN
Activity 1
Directions: Copy the Data Table into your exercise book.
Select four types of food and ask the students in your small
group about them. Fill in the table with their answers.

Data Table
Number of Students Number of Students
Type of Food Who Like It Who Dislike It

219
Activity 2
Directions: Write two sentences about each type of food
and the number of students who like or dislike the food.
Example: Ten students dislike cabbage. Five students like
cabbage.

LESSON EIGHT

Activity 1
Directions: Copy the Data Table into your exercise book.
Interview students in your group to find out if they like the
drink, sport, animal and school subject you ask about.
Complete the table about how many students like and
dislike each item.

Data Table
Number Number
Who Who
Categories Questions: Like Dislike
(drink) Do you like _____?
(sport/game) Do you like _____?
(animal) Do you like _____?
(school subject) Do you like _____?

220
Activity 2
Directions: Write three like and three dislike sentences
about the data you collected.

Activity 3 - Homework
Directions: Copy the Activities chart into your exercise
book and put tally marks in the √ column for the activities
your family members like to do and in the X column for the
ones they dislike.

Activities
Family Feeding Sweep-
Cooking Shopping Studying
Members Animals ing
√ X √ X √ X √ X √ X
mother
father
sister
brother
grand-
mother
me

221
 LESSON NINE

Activity 1
Directions: Copy the Data Table into your exercise book
and put tally marks for the number of family members who
like and dislike each activity.

Data Table
Activities Number Who Like Number Who Dislike
feeding animals
cooking
shopping
studying
sweeping

Activity 2
Directions: In your exercise book write four sentences
about the things your mother, father, sister, brother or
other family members like and dislike. Use the following
language pattern:
My _____ likes _____ but he/she dislikes _____.

222
 LESSON TEN

Activity 1
Directions: Identify the different parts of a friendly letter.
Write the names of the numbered parts in your exercise book.
1___________

2_________________

3_____________________________________________________
______________________________________________

4_________
_________

Activity 2
Directions: In your exercise book write a reply to a partner
asking five questions about what your partner likes and
dislikes about shopping. Your partner will respond to the
letter.

223
 LESSON ELEVEN

Activity 1
Directions: Read the dialogue, “Suleman and Husen Talk about
Animals,” with a partner, taking turns as Suleman and Husen.

Suleman and Husen Talk about Animals

Suleman Hello Husen! We are learning about animals in
school. What animals do you like?
Husen I like elephants. They are very strong.
Suleman Yes, I like elephants, too.
Husen I’m afraid of lions. Are you?
Suleman Yes, because they make a loud roaring sound,
and they have big teeth.
Husen What animals do you like, Suleman?
Suleman I like horses and zebras. There are zebras in the
National Park.
Husen I like zebras too, but I dislike horses. Horses can
kick very hard.
Suleman Yes, but most horses don’t kick. I dislike foxes!
They are very mean animals. They attack other
animals, and I am afraid they will attack me too.
Husen Yes, I must guard my goats from foxes when I
take them to the river. I carry a big stick to
chase foxes away.
Suleman That is very brave!

224
Activity 2
Directions: Write in your exercise book lists of the animals
Suleman and Husen like and dislike.

Activity 3
Directions: Copy the sentences below into your exercise book.
Fill in the gaps with words from the Word Bank.

1. Husen likes _____ because they are very _____.

2. Suleman likes both _____ and _____.
3. Both Husen and Suleman are afraid of _____ because
they have big _____.
4. They both dislike ______ because they are very _____.
5. Husen carries a big _____ to guard his _____.

Word Bank
goats foxes mean stick lions
zebras teeth strong elephants horses

225
 LESSON TWELVE

Activity 1
Directions: Read the chant, “We Like School,” silently as
your teacher reads it out loud. Your teacher will ask groups
of students to chant out loud.

We Like School

We like School!
Yes, we do!
We like School. How about you?
We learn Maths.
Yes, we do!
We learn Maths. How about you?
We learn English.
Yes, we do!
We learn English. How about you?
We like break time.
Yes, we do!
We like break time. How about you?
We like School!
Yes, we do!
We like School and so should you!

Activity 2
Directions: In a small group write a chant about the things
you like at school.

226
 LESSON THIRTEEN

Activity 1
Directions: Your teacher will select groups to perform to
the class their chant from Lesson Twelve, Activity 2.

Activity 2
Directions: Conduct an interview with another student
about his/her likes and dislikes. Then write five sentences
about what that student likes and dislikes.

227
228
UNIT 12: A NURSE WORKS IN A CLINIC
LESSON ONE

Activity 1
Directions: Copy the list of People Who Do Jobs from
Column A into your exercise book and match each one to
the correct sentence in Column B.
Example: 1. Teacher d .

Column A –
Column B – Job Descriptions
People Who Do Jobs
1. teacher _____ a. I work in an office for a person
or a company.
2. policeman _____
b. I grow crops.
3. nurse _____
c. I help the doctor with sick
4. secretary _____ people.
5. farmer _____ d. I help students to learn.
6. shopkeeper_____ e. I prepare food for eating.
7. school director ____ f. I manage teachers and
8. doctor _____ students.
9. dentist _____ g. I keep people in order and try
to prevent crime.
10. driver _____ h. I drive motor vehicles.
11. cook _____ i. I fly airplanes.
12. pilot _____ j. I check people’s teeth.
k. I take care of very sick people.
l. I own a shop.

229
Activity 2
Directions: In your exercise book write the words in the
Word Bank in alphabetical order.

Word Bank – People Who Do Jobs

doctor policeman priest imam
dentist cook waitress housewife
driver soldier pilot stewardess

Activity 3
Directions: Select any four of the words from the Word
Bank above and write two sentences about each to tell
what the people do and what they wear. Share your
sentences in a small group.

230
 LESSON TWO

Activity 1
Directions: In your exercise book write numbers 1-12. Match
the pictures of places where people work with the names of
the places. Use the Word Bank to help you.

1 2

3 4

5 6

231
7 8

9 10

11 12

232
 Word Bank - Work Places
market office police station church
mosque river/sea/ café/hotel/ bus/taxi/
lake restaurant airplane
shop clinic school farm

Activity 2
Directions: Decide which of the statements below are true
and which are false. Write the sentences in your exercise
book, changing all the false sentences into true sentences
before you write them.
Example: 8. false: A teacher works on a farm.
true: A teacher works in a school.

1. A farmer works in a school.

2. A dentist works in a hotel.
3. A cook works in a kitchen.
4. A school director works in a mosque.
5. A nurse works in a clinic.
6. A driver drives a bus.
7. A pilot flies an airplane
8. A teacher works on a farm.
9. A police officer works at a police station.
10. A waitress serves at a church.

233
 LESSON THREE
Activity 1
Directions: Read the “Jobs Poem” silently as your teacher
reads it out loud. Read the Chorus after each verse of the
poem out loud with your teacher.
Jobs Poem

I’m a tailor, I’m a tailor,

I make dresses, suits, and shirts.
I’m a doctor, I’m a doctor,
I can make you better when it hurts.

(chorus)
People work in the country.
People work in the town.
People work by day and night
To make the world go round.

I’m a farmer, I’m a farmer,

I have donkeys, cows and sheep.
I’m a dentist, I’m a dentist,
Come to me when you have painful teeth.

I’m a teacher, I’m a teacher,

I teach students how to read and write.
I’m a waitress, I’m a waitress,
I serve up the good food that you like.

I’m a carpenter, I’m a carpenter,

Come and buy a table or chair.
I’m a barber, I’m a barber,
I can shave your beard or cut your hair.

234
Activity 2
Directions: Read the “Jobs Poem” with your partner. Find in
the poem the names of people who do jobs and the work
that they do. Write them in your exercise book.

Activity 3
Directions: Study the pictures below. With a partner talk
about what you see in the pictures.

Activity 4
Directions: In your exercise book write numbers 1-6. Decide
on the order of the pictures from the poem. Write the
letters next to the correct numbers.

a. b. c.

d. e. f.

235
Activity 5
Directions: Write the gap sentences in your exercise book
and fill in the gaps with the correct words from the Word Bank.
Example: 1. A nurse works in a clinic.

1. A _____ works in a clinic.

2. A _____ works on a building.
3. A _____ ____ works at a police station.
4. A ______ works in a school.
5. A _____ serves at a church.
6. A doctor works in a _____.
7. A mechanic works at a _____.
8. A shopkeeper works at a _____.
9. An imam serves at a _____.
10. A farmer works on a _____.

Word Bank – Jobs

farm mosque shop nurse carpenter
teacher priest hospital garage police officer

236
 LESSON FOUR

Activity 1
Directions: Read the story, “Tirhas’s Family,” with a partner.

Tirhas’s Family

Tirhas lives in a village in Tigray with many relatives. They

work hard every day.

Tirhas’s grandfather builds houses, buildings and fences

and makes furniture. Grandfather is a carpenter.

Tirhas’s father is a farmer. On the farm he has sheep

and cows. He plants teff to feed the family. He also sells
some of the crop at the market.

Tirhas’s mother is a housewife. She bakes bread, cooks,

cleans the house and takes care of the baby. She grows
vegetables in the garden. She goes to the market on
Tuesdays. She carries firewood to sell in the town. As she
walks along the road, she sees different buildings.

Tirhas and her brother help their mother with the chores
at home. They sweep the floor and wash the dishes. They
help to take care of the vegetable garden. Tirhas hoes
and pulls the weeds and her brother waters the plants.

Tirhas’s grandmother is a spinner of cotton. Every day she

spins the cotton to make cloth for their clothes. In Tirhas’s
family everyone does a job.

237
Activity 2
Directions: Study the pictures below. Tell your partner which
member of Tirhas’s family is shown in each picture and what
he/she is doing.

Activity 3
Directions: Write the numbers of the pictures in the correct
order as each happens in the story.

1 2

3 4

5 6

238
 LESSON FIVE

Activity 1
Directions: Silently reread the story “Tirhas’s Family” from
Lesson Four. Answer your teacher’s questions about the story.

Activity 2
Directions: Copy the following sentences into your exercise book
and fill in the gaps with words from the Word Bank.

1. Tirhas’s grandfather is a _____. He builds _____ and

makes _____.
2. Tirhas’ father is a _____. He grows _____ and sells some
of his crop at the _____. He has _____ and cows on his farm.
3. Tirhas’s mother is a _____. She takes care of the _____.
On Tuesdays, she carries ____ to the market.
4. Grandmother is a _____. She spins _____ to make _____ .
5. The children help to wash the _____ and sweep the _____.
They take care of the _____ garden.

Word Bank

carpenter spinner sheep teff

vegetable market houses baby

housewife cotton furniture floor

cloth dishes firewood farmer

239
Activity 3
Directions: In a small group ask and answer the following
questions about the jobs your family members do.

1. What does your father/mother do?

2. Where does your father/mother work?
3. Does your father/mother work in a school/shop/store?
4. Name some other jobs that people in your village/town do.
5. What job do you want to do?
6. What jobs do you do at home?
7. Do you like or dislike your jobs?

LESSON SIX
Activity 1
Directions: With a partner find in the Word Bank ten pairs
of words that go together for different jobs. Write them
togather in your exercise book.
Example: 1. telephone-secretary
Word Bank
spinner telephone classroom secretary bus
driver doctor clinic airplane cotton
farmer plough cook kitchen pencil
student teacher shop shopkeeper pilot

240
Activity 2
Directions: In your exercise book write three sentences about
the work that one of your family members does. Read your
sentences in a small group.

Activity 3
Directions: Work with a partner. Read each puzzle. In your
exercise book copy the gap sentences and answer the questions.

1. I sing here. I pray here. 2. I see patients. I work in a

There is a cross or a clinic. I wear a white
crescent on the roof. gown/uniform.

Where am I? Who am I?

Answer: Answer:
You are in a _____ or a _____. You are a _____ or a _____.

241
 LESSON SEVEN
Activity 1
Directions: With a partner read the story, “Jobs We Like
and Dislike.”
Jobs We Like and Dislike

Roble, Tigist, Ismail, and Amelework live with their mother and
father in a village in Dire Dawa. They like to play games
about the things they will do when they grow up. Amelework
says, “I want to be a pilot when I grow up. I like machines and
I like the way the airplanes fly fast and high in the sky. The
pilot’s uniform is beautiful. Don’t you think I will look smart in
the uniform?”

“Oh yes, you will” says Roble. “I am afraid of flying, but I will
grow all the delicious food you eat. I like farming because
farmers help a lot of people stay healthy. I like the tools
they use.”

“Well, well,” laughs Tigist, “I will take care of people who get
sick. The nurse’s white uniform is beautiful. I also like the hat
that a nurse wears on her head. I dislike farming or being a
pilot because I dislike heights and planting things in the soil. I
like to work indoors. I dislike working outdoors.”

Ismail says, “I can never be a pilot, a farmer or a nurse.

Those jobs do not interest me. You do not get to meet a lot
of people every day. I will see a lot of students every day.
I love the way my teacher helps us learn. I want to teach
children too. Writing on the chalkboard and wearing the
white gown is fun.”

242
Activity 2
Directions: In your exercise book write numbers 1-10.
Answer the questions, using the name of one of the students
in the story, “Jobs We Like and Dislike.” Compare your
answers with your partner’s.
Example: 1. Roble

1. Who wants to help people stay healthy?

2. Who wants to care for sick people?
3. Who likes a pilot’s uniform?
4. Who wants to help students learn?
5. Who thinks wearing a white gown is fun?
6. Who wants to grow food?
7. Who is afraid of flying?
8. Who likes to wear a hat?
9. Who wants to write on the chalkboard?
10. Who likes to go fast?
11. Who likes working indoors?
12. Who wants to see a lot of people every day?

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 LESSON EIGHT
Activity 1
Directions: Draw a picture in your exercise book of a job
you want to do when you grow up. Write the name of the
job and three sentences saying why you want to do this job.
Use the following language pattern:

I want to be a _____.
I like _____.
I like ______.
I also like _____.
I will _____.

Activity 2
Directions: Share your pictures and sentences from Activity1
in a small group.

LESSON NINE
Activity 1
Directions: Read the poem from Lesson Three with your
teacher. This time, mime the actions for the different jobs
people do as your teacher directs you.

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Activity 2
Directions: Copy the Word Search into your exercise book.
Find the names of people who do jobs from the poem and
draw a circle around each word.

Word Search
D M Y P K F Q F W F

E K W G J D W A A A

N L X F I O D R I M

T E A C H E R M T R

I Q J F E T C E R E

S P O U I O V R E T

T A I L O R B K S E

Z S R O T C O D S P

A B A R B E R M A A

C A R P E N T E R W

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 LESSON TEN
Activity 1
Directions: Study the pictures. With a partner take turns
saying the name of the person who does each job. Tell your
partner where the person works and what he/she does. Tell
what they wear or tools they use on the job.

1. 2. 3. 4.

5. 6. 7. 8.

9. 10. 11. 12.

13. 14. 15. 16.

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Activity 2
Directions: Copy the sentences into your exercise book.
Fill in the missing letter or letters to complete each word. Fill
in the letters from memory. When you have written all the
sentences, use the Word Bank to check your spellings.

1. The f_ _ mer grows teff.

2. My mother is a c _ _k.
3. The tea _ _ er reads to us.
4. Father is a _ ar_enter.
5. The pil _ _ flies the airplane.
6. The spinn_ _ spins cotton to make thread.
7. The _mam prays at the mosque.
8. The doct _ _ works at the hospital.
9. I see the w__ _tress at the café.
10. The pr_ _st sings songs in the church.

Word Bank – People Who Do Jobs

priest waitress farmer doctor imam
spinner pilot carpenter cook teacher

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Activity 3
Directions: With your teacher play the game “Who Am I?”
Then play it in a small group.

Activity 4
Directions: Find out the jobs that three of your family
members do. Write the names of the jobs in your exercise
book. Bring your information to use in the next lesson.

LESSON ELEVEN

Activity 1
Directions: Do a class survey to find out the jobs that
family members do.

Activity 2
Directions: Work with a partner to survey the jobs 10
students want to do when they grow up.

Activity 3
Directions: Draw a bar graph to record students’ responses
to the survey from Lesson Eleven, Activity 2, and write
three sentences about the survey using the language
pattern your teacher gives you.

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 LESSON TWELVE

Activity 1
Directions: Read the following letter silently.

25th May 2011

Dear Kayime,

I hope you and your family are well. I am fine. In my class

at school, we are studying about the jobs people do in our
families. I want to tell you all about the jobs of my family
members. Then you can tell me about your family.

My mother is a housewife. She always is busy in the

house. She also has a small shop next to the gate of our
compound. She sells all kinds of things there. Sometimes I
help her in the shop after school.

My father is a driver. He works for a tour company. He is

studying at college to be a tour guide. He learns all about
Ethiopia so he can tell tourists interesting things about the
places they visit.

My grandfather is a weaver. He works in small workshop

near our house. My grandmother doesn’t have a job now
because she cannot work outside of the home. She does
the cooking for all the family, looks after our small
vegetable garden and feeds the animals in our compound.
She gets up early in the morning to cook our breakfast,
and she cooks a delicious meal for us to eat in the evening.

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 My brother, Salfore, wants to be a driver like our father.
He likes machines. I like to help my grandmother in the
kitchen. I think I will be a cook when I grow up.

What jobs do your family members do? What job do

you want to do when you are grown up? Please write soon
to tell me.

Your friend,
Arfasie

Activity 2
Directions: In your exercise book write numbers 1-10.
Answer the following questions with yes/no. Write a correct
sentence for every no answer.

1. Arfasie’s mother cooks breakfast every morning.

2. Arfasie’s grandparents both have a job.
3. Arfasie’s father drives a taxi.
4. Arfasie’s brother wants to do the same job as his father.
5. Arfasie likes helping her grandmother to cook.
6. Arfasie’s grandmother sells vegetables at the market.
7. Arfasie helps her mother after school.
8. Arfasie wants to be a shopkeeper.
9. Arfasie’s grandfather works in a small workshop.
10. Arfasie’s brother likes animals.
Activity 3
Directions: In your exercise book write a letter to Arfasie
telling her the jobs two of your family members do and the
job you want to do when you grow up. Give reasons why
you want to do that job.
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Activity 4
Directions: Exchange letters with a partner. Read each
other’s letters.

LESSON THIRTEEN

Activity 1
Directions: Copy the list of workplaces into your exercise
book and match each one to its description.
Example: 1. hospital e. People stay here when they are
very sick.

1. hospital ___ a. Sick people come here to get help.

2. school ___ b. Vegetables, crops and animals are here.

3. workshop ___ c. A mechanic mends cars here.

4. clinic ____ d. An airplane flies from this place.

5. airport ___ e. People stay here when they are very sick.

6. farm ___ f. A carpenter works here.

g. You can buy oil, sugar and other things

7. shop ___
here.

8. garage ___ h. Children learn to read and write here.

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Activity 2
Directions: Read the clues below. In your exercise book write
the names of people who do jobs. Then copy the Word
Search into your exercise book. Find the names of people
who do the jobs in the puzzle and circle them.

Word Search Clues

1. She can fly an airplane. 7. He can grow vegetables.
2. She can make a chair. 8. He can take you to the
3. He can sew a suit. market.
4. He can direct traffic. 9. She can take your temperature.
5. She can help students learn. 10. She can prepare injera.
6. He can help you get well. 11. She can check your teeth.

Word Search
C A R P E N T E R Z M G
A K C O W Y T P I L O T
U D U X F N D O R D S N
T E A C H E R L E O S I
A N P O L Q I I W C Z Y
I T A O B C V C D T E F
L I G K H I E E J O K L
O S M N F A R M E R O P
R T Q R S T U A V W X Y
Z M K I U H G N U R S E

Activity 3
Directions: Write a three sentence paragraph about jobs
in Ethiopia. Use the topic sentence your teacher gives you.

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 UNIT B: REVISION
LESSON ONE (UNIT 7)

Activity 1
Directions: Chant or sing the song, “Days of the Week,” with
your teacher. Say the correct names of the days in the gaps.

Days of the Week

Today is ______,
Today is ______,
All day long,
All day long.
Yesterday was _____.
Tomorrow will be _____.
Oh what fun!
Oh what fun!

Activity 2
Directions: With a partner talk about the weather for
yesterday, today and tomorrow and in your exercise book
write three sentences about the weather.

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Activity 3
Directions: In your exercise book write numbers 1-12 and
copy the list from Column A below. Beside each word write
the correct ordinal number from Column B. use the Example.
Example: 1. First - 1st (c)

Column A Column B
1. first a. 8th
2. twelfth b. 7th
3. third c. 1st
4. eleventh d. 2nd
5. second e. 12th
6. tenth f. 3rd
7. fourth g. 5th
8. fifth h. 11th
9. ninth i. 10th
10. eighth j. 9th
11. seventh k. 6th
12. sixth l. 4th

Activity 4
Directions: Write three sentences in your exercise book
about a place in Ethiopia that you want to visit. Mark the
place on the map you drew in Unit Seven.

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 LESSON TWO (UNIT 8)

Activity 1
Directions: In your exercise book draw the shapes and the
jewellery that your teacher tells you.

Activity 2
Directions: In a small group list words you know under the
heading that your teacher assigns to you.

Activity 3
Directions: In your exercise book write a description of a
family member. Read your description to a partner.

Activity 4
Directions: Draw a picture of your partner in your exercise
book. Write three sentences that describe what the partner
is wearing.

Activity 5
Directions: In a small group take turns telling what clothes
you like to wear on weekends and on special holidays.

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 LESSON THREE (UNIT 9)

Activity 1
Directions: In your exercise book write numbers 1-10. Find
words in Column B to complete the sentences in Column A.
Write the correct letter next to each number.
Example: 1. g.

Column A Column B
1. A _____ gives us milk. a. wood
2. Donkeys carry _____. b. wool
3. _____ give us eggs c. chickens
4. Dogs eat _____. d. goats
5. A _____ kills rats. e. plough
6. Bees give us _____. f. honey
7. Oxen pull the _____. g. cow
8. Goats eat _____. h. meat
9. From sheep we get _____. i. cat
10. From _____ we get leather. j. leaves

Activity 2
Directions: With a partner whisper read the story, “A Farmer
and his Animals,” in Lesson Five, Activity 2. Write five
questions about the story in your exercise book.

Activity 3
Directions: Exchange exercise books with another pair and write
the answers to the questions from Lesson Three, Activity 2.

256
Activity 4
Directions: Play a game in a small group. One student says
the name of a farm animal and the other students make
the animal’s sound.

LESSON FOUR (UNIT 10)

Activity 1
Directions: Take turns asking and answering the following
questions with a partner. Say at least three things you do at
each time of the day. Use times and frequency adverbs in
your answers.

Example: Student 1: What do you do in the morning?

Student 2: First, I go to the toilet. Secondly,
I wash my hands and my face. Then,
I eat my breakfast. Next, I brush my
teeth. Finally, I come to school and learn.

1. What do you do in the morning?

2. What do you do in the afternoon?
3. What do you do in the evening?

Activity 2
Directions: Write five pairs of sentences in your exercise book
about feelings. Include words from the Word Bank. Share your
sentences with a partner.

Example: I am tired. I want to go to bed.

My brother is playing with my ball. I am angry.

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 Word Bank - Feelings
hungry thirsty tired
cold hot excited
sad happy afraid

LESSON FIVE (UNIT 11)

Activity 1
Directions: Copy the chart into your exercise book. In the
first column write the names of three family members. Use
the Word Bank to fill in the likes and dislikes of each family
member.
Likes and Dislikes
Sport/
Name Choices Staple Drink Fruit Snack
Game
likes
doesn’t
like
likes
doesn’t
like
likes
doesn’t
like

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 Word Bank – Food Categories

rice, inset, maize, sorghum, teff (according

Staples
to region.)
Drinks juice, soda, soft drink, milk, coffee, water
pineapples, peaches, avocadoes, bananas,
Fruits
mangoes, watermelons
Snacks biscuits, sweets, lollipops, sugar cane, kolo
Sports and football, volleyball, table tennis, jump rope,
Games basketball, marbles, jacks

Activity 2
Directions: In a small group tell each other things your family
members like and dislike, using and or but.
Example: My brother likes oranges, but he dislikes pineapple.
My mother likes coffee and kolo.

Activity 3
Directions: In your exercise book write four sentences about
school. Tell two things you like and two things you dislike.
Share your sentences with a partner.

Activity 4
Directions: In your exercise book write sentences about two
animals you like and two animals you dislike. Tell why you like
or dislike these animals. Share your sentences with a partner.

259
 LESSON SIX (UNIT 12)
Activity 1
Directions: Unscramble the letters in the Word Bank to
make the names of jobs people do and workplaces. Write
the words correctly in your exercise book.

Word Bank – Jobs People Do

1. tordoc 2. serun 3. koco
4. mami 5. dnestit 6. stprie
7. ertache 8. poshkeerep 9. eiclop ficoref

Word Bank – Workplaces

10. chruhc 11. quemos 12. airnealp
13. ketmar 14. mfar 15. hosolc

Activity 2
Directions: Copy the sentences below into your exercise
book. Fill in the gaps using words from the Word Bank.

1. An imam serves in a _____.

2. A housewife _____ in the kitchen.
3. A pilot flies an _____.
4. A driver drives a _____.
5. A student writes with a _____.

260
6. A doctor works in a _____.
7. A secretary works in an _____.
8. A police officer works in a _____.
9. A teacher works at a _____.
10. A priest serves in a _____.
11. A shopkeeper works in a _____.
12. A weaver weaves ______.

Word Bank
cooks office pen/pencil bus
cotton church clinic school
shop mosque police station airplane

Activity 3
Directions: In a small group talk about the job you want to
do when you grow up. Give reasons for wanting to do this
job.

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 LESSON SEVEN (UNITS 7-12)

Activity 1
Directions: Think back to the stories you have read and
studied in previous lessons. Choose a favourite. In your
exercise book write the topic sentence your teacher gives
you and three sentences why you like the story.

Activity 2
Directions: In your small group think back to the poems,
songs and chants that you have read and studied in
previous lessons. Choose a favourite. Perform the poem,
song or chant. Include actions.

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