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1. English for Ethiopia
Teacher's Guide
Grade 4
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English for Ethiopia
Teacher's Guide
ISBN
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2. Federal Democratic Republic of Ethiopia
Grade 4 English Student’s BookMinistry of Education
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3. English
for Ethiopia
Teacher's Guide
Grade 4
Writers: Melkamu Dumessa, PhD
Temesgen Mereba, PhD
Content Editor: Geremew Lemu, PhD
Curriculum Editor: Demekash Asregid
Language Editor: Amanuel Alemayehu, PhD
Illustrator: Eyayu Genet
Designer: Tesfamichael Getu, PhD
Federal Democratic Republic of
Ethiopia Ministry of Education
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4. ACKNOWLEDGEMENTS
The book was produced with the financial and technical support of _______________________
_________________ in collaboration withthe Ministry of Education, ____________________
___________________. The printing Expense is covered by ____________________________
_____________
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5. CONTENTS
UNIT 1People and their Work 1
UNIT 2Rainy Seasons 15
UNIT 3Safety Drive 25
UNIT 4Soil 37
UNIT 5Vegetables 47
UNIT 6Clean Water 59
UNIT 7My country, Ethiopia 68
UNIT 8 Health and Safety 81
UNIT 9 Appreciating Commonalities and
Differences 91
UNIT 10Woodwork 104
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6. Introduction
This Teacher’s Guide went through vital processes in its development to reach to your hand. The
FDRE Ministry of Education took the initiative to newly develop English Curricular materials
for all grade levels at national level with cooperation with regional educational bureaus. Then,
Oromia Education Bureau (BBO) adapted the newly developed English TLMs for Grades 1-8
based on the evaluation report from the MoE and feedback from the Cambridge University. The
report includes key core areas namely alignment of the curricular materials, pedagogy and ELT
approaches as opportunities to develop key competencies, accessibility of the materials for
diverse students, context and relevance of the materials, technical presentations of the documents
and cross-cutting themes in terms of national priority and inclusiveness. After the curricular
materials were evaluated and the feedback considered, the adaptation process was guided by the
work on alignment of the syllabi, SBs and TGs, the task on revisiting scope and sequence of the
TLMs, the labor on adapting/revising/rewriting instructions, activities and assessment techniques
and the work on culture auditing (both texts and illustrations/pictures) to make the TLMs
relevant and accessible to students in Oromia.
The development of the new English curricular materials and adaptation of this Teacher’s Guide
( TG) and Student Book (SB) was informed by literature in ELT and research in teaching in
early grades in Ethiopian schools. Literacy development and learning in the English for Ethiopia
textbooks follow a developmental progression through the specific stages. This Teacher’s Guide
provides suggestions for enhancing teaching and learning of English by focusing on the five
literacy skills of listening, speaking, vocabulary, reading and writing through the use of an
integrated skills-based, active learning model that is developmentally appropriate.
Children move through each stage of literacy development at different rates. Movement through
the stages may be slower for those who have learning difficulties regardless of age. No matter
what the stage of literacy development, all students will need frequent opportunities to interact
with their peers in both academic settings in classrooms and in social settings at recess, at home
and in the community to help them build their literacy skills. Students also need support,
guidance and feedback during the learning process from various entities.
At the Early Emergent Stage ( Grade 1), students learn Concepts of Print and the upper and
lower case letters of the English alphabet. They develop an oral knowledge (phonemic
awareness) of individual letter-sounds and the ability to read and write the letters associated with
the sounds (phonics). They also learn to read words with diagraphs (two letters that form one
sound - day), blends (two or three letters where each sound is heard - spoon) and other language
conventions.
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7. Instruction begins with consonants and short vowels and progresses to orally using and reading
short words and sentences. Students learn to identify colours and associate real objects and those
depicted in pictures with words. They learn to draw lines and shapes in preparing for writing and
learn to count and write numbers and number words up to 20 and other concepts basic to literacy
learning. Students begin to make the connection between spoken and written language and
understand that both pictures and words convey meaning. They also write letters, words and
short sentences and respond to literal and higher level thinking questions related to concepts
orally discussed and text listened to or read. Listening texts relate to topics that students know
and are taught using strategies such as prediction and verification.
Students become acquainted with the rhythm and rhyme of the English language through song
and other oral activities. At this level, the new student books have controlled vocabulary,
repetition, abundant picture support, familiar concepts, language patterns that introduce them to
grammatical structures, simple sentences and short informational and narrative connected text.
In the next stage, Emergent Stage (Grade 2), students enter this stage having developed an
understanding of the skills identified in the Early Emergent Stage and have knowledge of a
significant number of sight words and high frequency words. Their development of the use
phonics for reading, pronouncing and recognizing the meaning of words continues. In the
Emergent Stage, students are able to use simple comprehension strategies and word-attack skills.
They continue to listen to and read informational and narrative text with their varied text
structures and begin to understand they are reading for different purposes. Development of literal
and higher level thinking skills continues. Books contain more complex sentence structures,
have fewer pictures and illustrations than in the Early Emergent Stage, and repetition is not quite
as evident.
At Early Fluent Stage (Grade 3), students are transiting from learning to read to reading to learn.
The use of the five literacy skills becomes more natural as students continue to practice using
them. Comprehension becomes more of an emphasis as students encounter more complex
sentence structures and different types of text as they move toward more independence with oral
and written literacy skills. Fluent reading (use of appropriate rate, accuracy and expression)
becomes more of a factor in comprehension as a greater variety of text is experienced when
students begin to work with different genres. Levels of independence in relation to learning vary
with the difficulty of text being read. Text encountered becomes more complex with more
vocabulary and fewer pictures or illustrations, depending upon the content being studied.
At Fluent Stage (Grades 4-8), students should be able to read various types of text more fluently
and use writing to convey different types of meaning. Their main focus becomes comprehension
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8. as they use various strategies to facilitate the learning of content using the five literacy skills of
listening, speaking, vocabulary, reading and writing. More independent reading of narrative and
informational text is usually required. Books at this stage have more challenging vocabulary,
more variety in content and topics, longer and more complex sentences and varied text structure.
Students continue to improve their literacy through application of the five literacy skills in an
integrated manner.
Having understood these stages, it is important to remind the pedagogy of the target language
skills addressed in the student books you are to teach. Your teaching takes skill based and task
oriented approach to language teaching addressing macro and micro language skills. All units of
the text book begin with oral language skills. Your lessons begin with teaching the listening
skills with or followed by teaching the speaking skills.
It is generally believed that students are listening to classroom presentations and instructions.
However, students may not pay close enough attention to what teachers are saying, and this can
negatively affect their learning when they miss key information during instruction. Listening is a
very important skill in the students’ academic life and in life in general.
Student book (SB) and teacher’s guide (TG) for grades 1 and 2, listening and speaking are
integrated and placed under the topic of “Oral Language” which is the first section of each
lesson. In the early grades, the purpose of teaching listening is to expose students to the sounds
of the language and words which gradually extend to phrases and sentences. In grades 3 and 4,
listening is taught separately. Each lesson starts with listening, and it is part of the first day of
each week’s lesson.
Teaching speaking skills in the lower grades should follow a certain system and gradual process.
Especially in grades 1 and 2, students may have limited ability to understand and respond when
using English. Students initially may tend to respond through various strategies which include
pointing to an object, picture or person; miming/performing an action such as sitting down or
standing up, opening or closing a door/window; gesturing or nodding and other actions. They
may also give a response saying yes/no to simple questions. Grade 1 students can perform these
actions and then use words, phrases and simple sentences. In grades 3 and 4, students are
expected to use words, phrases and sentences when responding. There also are some situations in
which they will express their opinion and ask for and give advice using appropriate expressions.
Speaking skills in the grades 1 and 2 student books and teacher’s guides are presented in an
integrated manner with listening under the title of “Oral Language.” Each week’s lesson
incorporates and starts with oral language. This newly developed TTM and the corresponding
SB and TG are designed considering the gradual development of students’ English language use.
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9. It is believed that lessons presented will equip students with language skills that enable them to
comprehend and give oral responses using English.
The newly develop English curricular materials also introduce teaching of phonological
awareness and phonemic awareness through diverse activities. Phonological awareness refers to
an understanding of the sound structure of language; that language is made up of sounds, words,
syllables, rhymes, and other components. This knowledge begins initially in oral language.
Students do not have to read letters in order to demonstrate phonological awareness which is
defined as having an awareness of the sound structure of words.
Phonemic awareness is a component of phonological awareness. It refers to the ability to hear,
identify and manipulate phonemes, the smallest unit of sound in the English language. It is an
oral activity. Phonemic awareness (knowing and being able to orally reproduce the sounds of the
letters in the English alphabet) is necessary for acquiring phonics skills (the ability to hear,
identify, and manipulate phonemes when reading). Different methods can be used to
demonstrate knowledge of phonemic awareness. Some examples are repeating the phonemes
(sounds) of individual letters, blending and segmenting sounds, dividing words into syllables and
identifying sounds in other ways.
On the other hand, phonics is the understanding that there is a predictable relationship between
phonemes (the sounds of spoken language) and graphemes (the letters and spellings that
represent those sounds in written language). Students with a good understanding of phonological
awareness have the underlying framework in place to learn to read (decoding) and write
(encoding) when letter-sound correspondences (phonics) are learned. Students must be able to
pronounce and use individual letter sounds, segment, blend and manipulate sounds for varied
reasons including dividing words into syllables, recognizing and using onsets (vowels at the
beginning of words) and rimes (vowel and consonant blends at the end of words) if they are
going to be successful in reading and writing.
The teacher must be aware that, for all students, phonological awareness develops over time as
they begin to explore language in different ways. Sometimes behaviors will be well established;
at other times, students may demonstrate knowledge of a particular phonemic awareness skill in
some situations but not in others. By watching students over time in a variety of activities,
teachers can develop a more accurate view of what students know and what they need to learn.
The other component of your teaching is vocabulary often through blending, segmenting and
syllabification. Teaching the skills of segmentation in isolation or in combination with blending
instruction helps with successful reading development. When beginning readers sound out
words, they slowly say each sound in a word (c-a-t), and then put the sounds together to say or
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10. read the word (cat). In reading, teachers call this blending because sounds are being blended
together to form words. Blending (combining sounds) and segmenting (separating sounds) are
skills that are necessary for learning to read. Developing a child's phonemic awareness and
phonics skills are an important part of developing reading ability. Many research studies indicate
that those who have weak phonemic awareness and phonics skills will have difficulty learning to
read.
Teaching letters and letter sounds and being able to manipulate sounds through blending and
segmenting and other activities are important strategies to use to develop students’ reading
ability. Syllabification is the ability to segment words into syllables (a group of letters that forms
a pronunciation unit). This is a form of phonemic awareness and phonics that can be useful when
encountering unknown words in listening and reading.
Teaching reading skills is the other target skill for your teaching of English at early grades.
Reading is an interactive process that can be divided into two major purposes: learning to read
and reading to learn. These processes are taught in an explicit, sequential manner and involve the
five skills that are important for acquiring literacy: listening, speaking, vocabulary, reading and
writing in varied ways. The purpose of reading is to make meaning from (comprehend) both
narrative and expository text.
Students begin to read letters and know their sounds in words. Most reading skills such as
decoding, phonemic awareness (letter sounds) and grapho-phonemic (written letters) are taught
in conjunction with oral language skills in grades 1 and 2. These initial reading skills also are
used for vocabulary and word study, continued instruction in blending and segmenting, word
recognition, counting, writing, association of words and pictures and other literacy activities. In
grade 3 and grade 4, reading fluency activities help students to read shorter texts with ease and
speed. Grade 4 is a transitional level. Students begin to read longer texts and continue to answer
comprehension questions and integrate reading with listening, speaking, vocabulary and writing
skills.
Grammar is also the other important skill to teach. Grammar is a set of rules that indicate how
words, phrases and sentences are used in a language to convey meaning in speaking, reading and
writing. Grammar in grades 1-4 deals with the language patterns and the structural rules that
govern the composition of words, phrases and sentences in English. In grades 1 and 2 grammar
is addressed through language pattern usage in oral language, reading and speaking. Whereas,
grammar in grades 3-4 is taught as a separate concept.
Finally, in all the units; you teach students the writing skills. Writing is a form of communication
that is important for success in school and in life. Writing to communicate is a complex task that
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11. requires the skills of reading, spelling, grammar, word usage, thinking, organizational and other
skills to be effective. Effective writing is a vital life-skill that is important in almost every
subject in school as well in the work and home environments.
In grade 1 students learn to write by first drawing horizontal and vertical lines, curves, strokes
and other shapes in the air before they are exposed to reading and writing letters. Then they learn
to write the 26 letters of the English alphabet in both lower case and upper case using the lines
and shapes learned. They also learn to copy short sentences. In grade 2 students copy words and
sentences and write complete sentences and language patterns. In grades 3 and 4, students
continue to write words, write sentences, use language patterns, and arrange sentences in logical
order. All of these skills are relevant to teaching beginning writing. Good writing is essential for
success in school, personal life and at work. Writing is a complex combination of skills which is
taught best by dividing the process into sequential stages that end with a finished product.
Pre-writing is the first stage of the writing process. Beginning writing students learn how to hold
pencils and pens and use them to write by drawing lines, shapes and strokes in the air. They use
movement/actions and directionality to complete these formations. They then learn to use these
writing movements with pencil, pen and paper to scribble and draw images which they can
explain using oral language. For example, a student will draw lines and shapes and circles and
explain that it represents his family members and then tell you who they are and perhaps what
they are doing. As students progress to grade 2, they learn to use the letters they have learned to
write to read words and match them with pictures and use them in short meaningful sentences.
These are forms of communication.
Drafting: In grades 1 and 2, drafting is represented by being able to express oneself in writing
through drawing pictures of familiar things, using letters to represent words to describe pictures,
writing words with a few letters, writing complete, short sentences. In grades 3 and 4, students
are able to represent ideas with words, sentences and pictures.
Revise/Edit: In grades 1 and 2, revising and editing occur when students look at what they have
drawn or written and make changes to make it better. In grades 3 and 4, students revise and edit
when they make changes to pictures that they have drawn and perhaps revise the description of
the picture drawn by them. They also write in narrative and expository (informational) forms.
For example, they should be able to make lists of ways to protect the environment and write new
ending for a story or create new characters.
Display/Publish: In grades 1-4, students should have opportunities to display their work in the
classroom, in the community or in other venues where they can share their drawings and writing.
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12. UNIT 1 PEOPLE AND THEIR WORK
18 PERIODS
UNIT OBJECTIVES
At the end of the unit, students will be able to:
Listen to a passage and complete information accordingly,
Explain what people do in their home and work place,
Give contextual meaning for the new words in the text,
Locate the right place of things using prepositions,
Comprehend the main idea in the reading text,
Complete sentences/text using the correct words,
Describe daily practices and progressive actions,
Tell quantity of things,
Describe how one can get to a place.
Write short and simple sentences about people and their work,
SECTION 1: LISTENING (80 MINUTES)
WEEK 1-DAY 1 & DAY 2
Pre-Listening (15 minutes)
Activity 1
Ask students to tell you the jobs of their family. If they fail to tell you the jobs of their family
members, help them by giving more examples about different jobs that their family can do.
Answer:
Answers the students may give can be:
1) A) My father is a farmer) My mother is a nurse. C). My brother is a doctor. D)
My sister is a pilot. E.) My grandmother is a retired police officer. F) My
grandfather is a barber.
2) Gardener,postman,nurse,secretary,photographer,baker,cook,barber,police
officer, fire fighter, flight attendant, farmer ,cleaner, janitor, etc.
3) I want to be a doctor when I grow up. I want to be a pilot when I grow up.
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13. Unit 1 People and their Work
While-listening (35 minutes)
Activity 2
Read the following listening text to the class and ask them to write down different jobs mentioned
in the text. Let them listen to the text twice.
LISTENING TEXT
Jobs
Different people do different jobs and earn income. Six different jobs
often done in our country are given here.
There are people whose profession is to teach different subjects to
students in schools. They are called teachers.
In country side there are people who plough land and grow fruits,
vegetables, cereal crops and so on. They also often rear animals. Such
people are called farmers.
People who cut men’s hair and shave their beards are called barbers.
There are people whom we visit when we have health problem related to
our teeth. They can clean our teeth, fill in teeth cavities, pick unhealthy
ones, and also implant new ones. They are named as dentists.

In hotels and restaurants there are people who serve us by providing us
with the service we need. They can serve us food and drinks as per our
order. These people are called waiters, if males, and waitresses, if
females.
When we need furniture of different kinds, we go to carpenters. They
make chairs, tables, bookshelves, and many other objects.




Grade 4 English Student’s Book
13

14. Unit 1 People and their Work
Answers:
1) teacher 2) farmers 3) barbers 4) dentist
5) waiters/waitresses 6) carpenters
Post –listening (30 Minutes)
Activity 3
Ask your students to give answers to the given questions based on what they heard
from the listening text.
Answers:
1)food …drinks. 2) teeth 3) cut----shave
4) fruits, vegetables, cereal crops. ….animals. 5) furniture.
SECTION 2: SPEAKING (120 MINUTES)
WEEK 1 DAY 3, DAY 4 & DAY 5
Activity 1 (15 Minutes)
Ask the students to look at the pictures in their book and tell the jobs people do in each picture.
Answers:
A. nurse
B. janitor
C. gardener
D. secretary
Activity 2 (25 Minutes)
Ask the students to discuss the given questions in pairs and report their answers to their
teacher orally.
Answers:
1.They may like to be a pilot or may not like to be.
2.They may like to be a medical doctor or may not like to be.
3.The students may tell that they want to be a pilot. Ask them the reasons.
4.Tell them that they need to be hard workers in their studies in order for them to
be what they like to be.
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15. Unit 1 People and their Work
Prepositions
Activity 3 (25 Minutes)
Ask the students to look at the pictures in their Student Book and see where the different
institutions or work places are located in relation to one another. Then:
A)Let them choose the appropriate preposition(s) and fill in the blank spaces in questions that
come after the pictures.
Answers:
1.behind
2.on the right side
3.in front of
4.on the left side
5.between
B)Let the students be in pairs and ask each other about where some of the given
institutions are located.


Answers :
Movie: Where is the movie? The movie is behind the Post Office.
Book Store: Where is the book Store? The book store is on the opposite side of the
Movie.
Bus station: Where is the bus station? The bus station is behind a pharmacy.


Conversation related to situation
Activity 4 (25 Minutes)
Ask the students to copy the questions into their exercise book and in pairs
complete the missing information. Let them take turns to do so. The possible
answers are written in bold type.
Numbers Student A Student B
1. Good morning classmate. Good morning.
2. What is your name? May name is Balcha.
3. What is your father’s name? My father’s name is Gugsa.
4. How old are you? I am 11 years old.
5. What grade are you in? I am in Grade 4.
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16. Pronunciation drill and talking about jobs
Activity 5(30 Minutes)
Ask the students to pronounce the words correctly. Ask the students to describe the kind of
job the person in each picture does.
Answers :
a pilot flies an airplane.
a janitor cleans compounds, classrooms and so on.
a farmer grows plants and crops
a waiter serves food, drinks and so on to customers.
a dentist treats health problem related to teeth .
teacher teaches.
nurse supports doctors in treating patients.
secretary Writes various writings
5
16

17. Unit 1 People and their Work
SECTION 3: READING (80 Minutes)
WEEK 2-DAY 1& DAY 2
Pre- reading (10-Minutes)
Activity 1
Ask students to look at the pictures in their book and
1.tell what they have noticed in the pictures;
2.tell what each person in the pictures do;
3.tell job of each person in the pictures; and
4.guess what the reading text is about.
While- reading
Activity 2 (30 Minutes)
Ask the students to read the passage silently and based on it match names of people under Column
A to jobs given under Column B.
Answers:
Names Jobs
1.Emebet a nurse
2.Robera a pilot
3.Tigist a dentist
4.Ladamo a shopkeeper
5.Selamawit. a tour guide
Activity 3 (20 minutes)
Ask the students to read the passage silently again and tell them to answer the comprehension
questions in complete sentences.
Answer
1.Lidamo works in his shop on Saturdays only because many people go shopping
on Saturdays.
2.Domestic flight is flight within a country while international flight is flight across
countries in the world.
3.People like Tigist as a dentist because she treats them very well.
4.Flying airplanes becomes difficult when the weather is bad.
5.Many students may like piloting the most.
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18. Fluency reading
Activity 4 (20 minutes)
Ask the students to listen to you carefully while you fluently read the reading passage entitled
“People and their Work”. The purpose is to help your students practice reading fluently. Thus, read
fluently with making necessary pauses and stops where necessary. Then ask all students to loudly
read in the way you did. Ask some best performers to stand up and read a paragraph or part of the
text so that others can be motivated and practice doing same.


Grade 4 English Student’s Book
18

19. Unit 1 People and their Work
SECTION 4: VOCABULARY (40 Minutes)
WEEK 2-DAY 3
Activity 1 (15 minutes)
Ask students to complete the sentences using appropriate words from those given in the chart. Tell
them to write their answers in their exercise books.
Answers:
1. farmer 2.grow 3. teach4. speak5. sing
Word parts study (25 minutes)
Activity 2
Give example words that begin with initial consonant clusters as in br- and cl- taken from bring
and clean. Draw students’ attention to cl- i.e. the name of the first letter is c but the actual sound it
makes is/k/. Say the sound of the letter c in the word clean aloud and ask the students to repeat
after you.
Ask the students to blend initial consonant clusters with final letters to make words and write the
words in their exercise book. Ask them to base on the examples given
Answers:
Answers:A
1.bring
2. clean 5. club 7. brace
3. class
4.clan 6. brand 8.brick
Answers: B
1. cl-+-ip 2. cl-+-ap
3. br-+- isk 4. br-+-and5. br-+-ight
Answers: C
1. cl- 2. bl-3. br- 4. cl-
Grade 4 English Student’s Book7
19

20. Unit 1 People and their Work
Section 5: Grammar (140 Minutes)
WEEK 2-DAY4 & DAY 5; WEEK 3- Day 1& DAY 2
A)DEFINITE AND INDEFINITE ARTICLES IN ENGLISH
1)Indefinite Articles (a, an)
Activity 1 (10 minutes)
Tell the students to use ‘a’ or ‘an’ before names of the given pictures. Briefly tell them
that ‘a’ is used before a singular noun that begins with consonant sound while ‘an’ is
used before a singular noun that begins with vowel sound or a consonant pronounced
like a vowel sound such as ‘h’ as in hour. You also tell them that there are situations
where a noun takes no article.

Answers:
1.an 2. an 3. an 4. a 5. a 6. a 7.an 8. a 9. a 10.a
Activit 2. (20 minutes)
Tell the students to read examples in which ‘the’ is used and ask them to notice when we use the
definite article. Then ask them to fill in the blank spaces in the sentences with either ‘a’ or ‘the’.
Answers:
1.a…the. 2. a…the 3. the 4. the 5. The

Activity 3. (10 minutes)
Tell the students to copy the dialogue into their exercise book and fill in the blank spaces with
the right article (a,an, the, or zero/no article)
Answers :
1.A. a 2. A. the 3. A. an
B. the B. the B. an
4.A. an 5. A a 6. A. a
B. a B. the…. a
7.A. a
B. an
20

21. Grade 4 English Student’s Book
Unit 1 People and their Work
A)SIMPLE PRESENT TENSE
Acctivity 1 (10 Minutes)
Ask the students to underline the correct form of the verb in parentheses to complete the
dialogue. Tell them to try individually and share their answers with their classmates. The first
one is done for them as an example.
Answers 4. go 8. fall
1.Use 5. play 9. know
2.do 6 chat 10. advise
3.do 7 do 11. know
Activity 2 (10 Minutes)
Ask the students use the correct form of the verb in parentheses and fill in the
blank spaces in each of the sentences.
Answers
1.visit 2. visits 3. play 4. attends 5. tells 6. visit 7. takes
8. tell 9. punishes 10. does
Activity 3 (10 Minutes)
Ask the students to complete the dialogue..
Possible answers
My father is a farmer too.
My mother is a teacher.
My brother is a businessman.
My sister is a medical doctor.
I do my homework in the evening.
My grandmother is still active.
Grade 4 English Student’s Book9
21

22. Unit 1 People and their Work
Activity 4 (10 Minutes)
Ask the students to write down what they do at home, at school, and at their village. Tell them that they should not repeat what is
already written in the hart.
Possible answers:
What they do at home What they do at schoolWhat they do in their village
I study my subjects Do my classwork I play football
Fetch water I chat with my friends
Make beds
Make coffee

Acctivity 5 (10 Minutes)
Ask the students use the correct form of the verb in parentheses and fill in the
blank spaces in each of the sentences.
Answers
1.lives 2. learns 3. likes 4. wants 5. is
B)PRESENT CONTINUOUS TENSE
Activity 1 (10 Minutes)
Ask the students to look at the pictures and write a sentence about what each
person is doing.
Answers
1)The man is plowing his plot of land.
2)The teacher is teaching English to her students.
3)The boy is painting a picture.
4)The girl is reading a book.
5)The boy is reading a book.
Activity 2 (10 Minutes)
Ask the students to complete the dialogue with the correct verb form those given in
parentheses.

Answers
1)…am doing …
2)What are you doing…
3)…are playing….
4)… is cleaning…
5)I am studying….
22

23. Activity 3 (10 Minutes)
Ask the students to underline the correct verb form from the ones
in given parentheses to complete the text.
Answers
1)lear/are learning
2)wake
3)eat
4)leave
5)is
6)is
7)studies
8)does
9)have
10)go
C)QUANTIFIERS: Some, any, much, many, all, and both
Briefly explain to the students that we use quantifiers such as ‘some’, ‘any’, ‘much’,
‘many’, ‘all’, and ‘both’ to tell quantity or amount of things, persons, or objects. Tell them
that we use ‘many’ with countable nouns, ‘much’ with uncountable nouns, ‘some’ with
both countable and uncountable nouns. We use ‘any’ with negative and interrogative
sentences.
Then ask the students to underline an appropriate quantifier from the ones given in
parentheses to complete the dialogue in Activity 1
Activity 1 (10 Minutes)
Answers
1.Many 4.Both
2.Some 5.Any
3.Any 6.Much
4.all
Activity 2 (10 Minutes)
Ask the students to use appropriate quantifier from those given in the chart to fill in the
given blank spaces.
Answers
1. many 4.any
2.all 5.much
3.some 6.both
23

24. Section Six: Writing (100 Minutes)
WEEK 3- DAY 2, DAY 3 & DAY 4
Activity 1 (10 Minutes)
Ask the students to look at the pictures and write a sentence that describes what each person in the
picture does. Then, ask some students to read their sentences to the class.
Answers:
1.She is reading a book.
2.She is running.
3.They are doing homework.
4.He is jumping the rope.
5.They are playing football.
6.He is watering the flower.
Activity 2 (20 Minutes)
Ask the students to read information about Darartu as given in the chart and organize
the information into a paragraph. Ask them to rewrite the information to improve
organization of the information.
Answer:
1)Her name is Darartu. She is nine years old. She is in Grade three. She is
learning at Jima University Community School. Her favorite subjects are
Mathematics and English. Her hobbies are watching cartoon films and reading
folktales.
2)Darartu is a nine years old student. She is learning at Jima University Community
School. She is now in Grade 3. Her favorite subjects are Mathematics and
English. Her hobbies are watching cartoon films and reading folktales.
Activity 3. (25 Minutes)
Ask the students to follow similar pattern and write a paragraph about themselves.
The answer can have this patter:
My name is …………. I am …. Years old. I am learning at ……………………..I am now
in Grade 4. Out of the subjects I learn I like ……………and …………the most. In my
free time like to ………….. and ………………

24

25. PUNCTUATION MARKS (./,/? and /!)
Tell names of these four punctuation marks to your students. You can classify the
marks into end marks (!,?,.) and middle mark (,) for clarity. Ask the students to use the
marks in Activity 1 properly.
Activity 1 (10 Minutes)
Answers
The well punctuated sentences of the questions are:
1.What is your name?
2.Let me go.
3.Wow! What a wonderful boy!
4.I need a pen, a pencil, and an erasure. (I need a pen, a pencil and an erasure.)
5.Sir, can I talk to you?
6.Bravo! Keep it up!

Answers
The well punctuated sentences of the questions are:
1. What is your name?
2.Let me go.
3.Wow! What a wonderful boy!
4.I need a pen, a pencil, and an erasure. (I need a pen, a pencil and an erasure.)
5.Sir, can I talk to you?
6.Bravo! Keep it up!

Activity 2 (15 Minutes)
Ask the students to practice more to use the marks. Ask them to read the sentences in
Activity 2 carefully and provide the right punctuation marks.
Answers:
1.Can you go?
2.This is a fat dog!
3.Is the sun big?
4.No, stop that!
5.Did you like him?
6.I can see the red hat.
7. I can see the red hat.
8.My mum had a box.
9.She is a teacher.
10.Wow! It is beautiful.
11.Can I go with you?

Unit 1 People and their Work
25

26. 20D) Dictations
Activity 1 (20 Minutes)
Dictate the following words representing people in different jobs to your students. Let
them write down the words in their exercise book with correct spelling.
teacher farmer baker cleaner driver
fire-fighter barber pilot
Ask the students to check for spelling individually and then let them crosscheck their
words against those their classmates’ words. Encourage them to notice that –er is
common used in many of the words. Ask them to think of other words that take –er at
the end and stands for a person in a certain job.

26

27. UNIT 2 RAINY SEASONS
18 PERIODS
UNIT OBJECTIVES
By the end of this unit, learners will be able to:
Listen to a short paragraph about rainy seasons and reflect.
Use common expressions for farming activities.
Infer the main idea of a given text.
Read passage about rainy seasons and answer questions related to it.
Guess the meanings of words in boldface in the passage.
Express daily activities of people at home and around.
Pronounce words correctly.
Write short and simple sentences.
Write a guided paragraph.
27

28. SECTION ONE: LISTENING (80 Minutes)
WEEK 3- DAY 5 & WEEK-4 DAY 1
Activity 1 (10 Minutes)
Ask students to think of answers to the pre-listening activities. Tell them meanings of words they
have listed if you feel the words are key ones for understanding the listening text.
The listening text you are going to read to them is given below.
LISTENING TEXT
Activities in the Rainy Season
There are different activities that take place during the rainy seasons. During these
seasons, some people like to stay at home and read books. Others prefer to watch
films on television. Still others are interested to play indoor games like chess. There
are also people who like cooking and cleaning. During these seasons, the land
becomes wet enough for doing agricultural activities. Some of these outdoor farm
activities are clearing land, plowing or preparing it and sowing seeds. Planting
seedlings is also another activity during the rainy season. This is done to make the
environment green and to expand forests. Children do different enjoyment
activities during the rainy seasons. They jump, chase one another, run here-and-there
laughing, chatting and shouting. They get themselves wet in the rain and enjoy. They
splash water onto one another and play. The sun sometimes appears but often
disappears in the cloud; and it seems to play a hide-and-seek game.
Activity 2 (30 Minutes)
Ask the students to copy the table into their exercise books. Then tell them that they are
going to listen to a listening text and based on it put mark in front of activities they
˩
heard people do in rainy season and X mark in front of activities not mentioned in the
listening text. Read the listening text to them twice or three times.
Answers
Activities heard done by people in rainy season and activities not mentioned
1 Reading books
˩
7Visiting relatives X
2Clearing land ˩ 8Playing in rain
˩
3Playing chess
˩
9Sowing seeds
˩
4Watching films on TV
˩
10Cutting grass X
5Milking cows X 11Plowing land
˩
6Cleaning
˩
12Planting seedlings
˩
28

29. Activity 3 (40 Minutes)
Tell the students that words given under Column A are taken from the listening text. Ask them to match
the words to their meanings given under Column B.
Answers
Column A Column B
1 Take place d a Within a house
2 Indoor a b Entertainment
3 Enjoyment b c Young plant
4 Outdoor e d Done
5 Seedlings c e Out of house
29

30. SECTION TWO: SPEAKING (120 Minutes
WEEK 4- DAY 2, DAY 3 & DAY 4
Interviewing People
Activity 1 (40 Minutes)
Read the following interview conducted between two students to your students loudly.
Then ask them to be in pairs and play roles of Jara and Dibabe. Ask the pairs to turn
roles. The interviewing skill will help the students in doing activities 2 and 3 that come
next.
Jara: Good morning Dibabe.
Dibabe: Good morning Jara. How are you?
Jara: I am fine Dibabe. Last time we learned activities people do in rainy seasons in their
areas. Can we talk about what we do in our areas?
Dibabe: Sure, why not.
Jara: Please tell me what you do in rainy seasons?
Dibabe: I do a lot. To tell you some; I clean our compound, plant seedlings, play chess, read
fictions and so on. They are too many to list them all here. What about you?
Jara: I do a lot too. I help my father in farming, in caring for cattle, in uprooting weeds etc.
Dibabe: I am sure the activities vary from sex to sex, right?
Jara: Definitely. They vary from age to age also. What I do and what my father does are not
the same.
Dibabe: The activities can also be classified into indoor and outdoor ones, right?
Jara: Certainly. What You told me you do are indoor activities whereas what I have told you
to do are outdoor activities. You are not mistaken.
Dibabe: That is good. Thank you. Good bye.
Jara: Bye bye. See you next.
30

31. Activity 2 (40 Minutes)
Tell your students that activities people do in rainy seasons can vary from place to
place, from age to age and from sex to sex. Ask them to be in pairs and list and
categorize activities they do in their areas in rainy seasons. Create spirit of completion
through rewarding those who list more.
Answers: The answers can be put in the following ways.
1.Rainy season activities:
2.Number of activities listed:
3.Activities in category
Indoor Activities Outdoor Activities
______________________________ ____________________________________
______________________________ ____________________________________
______________________________ ____________________________________
______________________________ ____________________________________
4.Activities in category
Activities Done by Females Activities Done by Males
______________________________ ____________________________________
______________________________ ____________________________________
______________________________ ____________________________________
______________________________ ____________________________________
Activity 3 (40 Minutes)
Ask students to come up with a list of activities their parents do in rainy seasons when
they go home. This has to be done as homework. Tell them that the ones who come up
with more list of activities will be reworded. Clapping hands, appreciation and giving
recognition in different ways will boost up their performances.
Answers to the questions can be put in the following ways.
Answers:
1.Rainy season activities by parents:
2.Activities in category
Activities by Mother Activities by Father
______________________________ ____________________________________
______________________________ ____________________________________
______________________________ ____________________________________
______________________________ ____________________________________
3.Mother Roles
Indoor Roles Outdoor Roles
______________________________ ____________________________________
______________________________ ____________________________________
______________________________ ____________________________________
Father Roles
Indoor Roles Outdoor Roles
______________________________ ____________________________________
______________________________ ____________________________________
______________________________ ____________________________________
4.Number of activities listed:
31

32. Unit 2 Rainy Seasons
SECTION THREE: READING (120 Minutes)
WEEK 4- DAY 5, WEEK 5- DAY1 & DAY 2
Rainy Season

Pre-reading (10 minutes)
Activity 1
Ask your students to tell you the two major seasons in Ethiopia which are summer and winter. Then ask them to
write words that come to their mind when they hear ‘rainy season’. They may tell you cloudy, rainy, muddy, flood,
planting seedlings, green, etc.
While-reading (30 minutes)
Activity 2
Ask your students to answer each comprehension question based on the reading passage.
Answers:
1.May or/and June
2.False
3.B
4.A
Activity 3 (25 Minutes)
Ask the students to match words under Column A to their opposite expressions
under Column B. Tell them to use pointed arrow in doing the matching.
Answers
Column A Column B
1.relief a) unsuitable
2.vapor b) unnecessary
3.favorable c) keep grow
4.essential d) stress
5.graze e) ice
32

33. Activity 4 (25 Minutes)
Ask your students to be in groups of three or four and answer the following
questions. Let them report their answers to the class.
Answers
1. Cold, rainy, and cloudy weather
2. The rainy season is liked by people because it brings relief from dry and hot weather,
green environment, crop products, animal food, etc.
3.vapor is formed from water in rivers and lakes when it is hot
4.When water in rivers and lakes gets hot, it is changed to vapor and goes up to sky
where it forms cloud and as it gets cool falls back in the form of rain.
5. Their answer must be related overgrazing and deforestation effects.
READING FLUENTLY
Activity 5 (30 Minutes)
Tell your students that reading fluency can be developed through practicing reading with
fair pace. Read the text loudly with normal pace and encourage the students to do the
same. Ask some of the better performers to read loudly to the whole class and assess
their performance.
SECTION FOUR: VOCABULARY (80 Minutes)
WEEK 5- DAY 3 & DAY 4
Some Word Formation Processes
Activity 1 (20 Minutes)
Ask your students to notice nouns listed under Column A and adjectives derived
from them under Column B. Then ask them to think of differences of meanings of
the two words. Let them do the questions individually and share their answers in
pair.
Activity 2 (15 Minutes)
Ask the students to fill in the blank spaces in the sentences with either of the two
words given in parentheses.
Answers
1.Rain/rainy 2. Sunny/sun 3. foggy/fog 4. Loud/cloudy
Activity 3 (15 Minutes)
Tell your students that independent words can sometimes be combined and form
another word. Tell them to notice that the combined word should not be written in
separate form. Ask them to combine the two words in line with the example given.
33

34. Answers:
out + door = outdoor
in + side = inside
out + side = outside
black + board = blackboard
rain + fall = rainfall
foot + ball = football
Activity 4 (15 Minutes)
Ask your students to segment the given compound words into words they were
composed of.
Answers:
Eg. Underwear = under + wear
1.Classroom = class + room
2.timetable = time + table
3.overview = over + view
4.underestimate = under + estimate
5.overcoat = over + coat
Activity 5 (15 Minutes)
Ask your students to underline the incorrectly stated compound word and then rewrite
it correctly. If it is stated correctly, they have to put ˩ mark in front of it and pass by. Tell
them to follow the examples given to do so.
Answers:
chalk board chalkboard
class room classroom
Underwear 
black board blackboard
out door outdoor
in door indoor
34

35. SECTION FIVE: GRAMMAR (200 Minutes)
WEEK 5- DAY 5, WEEK 6- DAY 1, DAY 2, DAY 3 & DAY 4
A)FORMING QUESTIONS USING WH-WORDS
Activity 1 (20 Minutes)
Briefly tell your students that ‘what’, ‘where’, ‘when’,’which’ ‘who’, and ‘why’ are called
‘wh-‘ words which we use to ask questions. Tell them that ‘how’ is also part of the ‘wh-‘
words though it does not begin with ‘wh-‘. Then ask them to use appropriate ‘wh-‘ words
to fill in blank spaces in the given sentences.
Answers:
1.Where 2.What 3. When 4.Who 5. Why/When 6.Whose
7.How 8. Whose 9. Why 10. Which
Activity 2 (20 Minutes)
Tell your students that they need to further practice asking questions using ‘wh-‘ words.
Ask them to change the statements to questions using ‘wh-’ words. One is done as an
example.
Answers:
1.What do you like?
2.When will you come?
3.Where do you live?
4.Who broke it?
5.Where is the book?
6.Why have you come?
7.Which one is yours?
35

36. Activity 3 (40 Minutes)
Ask your students to use all the ‘wh-‘ words to change a statement into
‘wh-‘ questions. Follow the example to do so.
Answers:
1.The door was open.
Who opened the door?
Why did you open the door?
When did you open the door?
What opened the door?
How was the door opened?
Whose is the opened door?
2.The book was misplaced.
Who misplaced the book?
Why was the book misplaced?
When was the book misplaced?
What misplaced the book?
How was the book misplaced?
Whose was the misplaced book?
3.My bread was eaten.
Who ate the bread?
Why was the bread eaten?
When was the bread eaten?
What ate the bread?
How was the bread eaten?
Whose was the eaten bread?
36

37. B)PRONOUNS
Pronouns are words used in place of nouns. They include ‘we’, ‘he’, ‘she’, ‘they’, ‘you’,
‘I’, ‘it’, ‘him’, ‘them’, ‘her’, ‘me’, and ‘us’. From these pronouns ‘we’, ‘he’, ‘she’, ‘they’, ‘I’
and ‘it’ are used in places of nouns used as subjects whereas ‘it’, ‘him’, ‘them’, ‘her’,
‘me’, ‘you’, and ‘us’ are used in places of nouns used as objects.
Activity 4 (10 Minutes)
Ask your students to use pronouns listed in the table to fill in blank spaces given in
sentences that follow.
we he you she they I it
Activity 5 (20 Minutes)
Answers
1.He 2. They 3. She 4. We 5. I 6. you
Activity 6 (10 Minutes)
Ask your students to use pronouns listed in the table to fill in blank spaces given in
sentences that follow.
Answers:
1.him 2. her 3. me 4. you 5. us 6. It 7. them
Activity 7 (20 Minutes)
Ask the students to use any appropriate pronoun to fill in blank spaces given in the
following text.
Answers:
1.them 2. They 3. their 4. him 5. his
6. her 7. I 8. He 9. He 10. us
C) POSESSIVE PRONOUNS
(my/mine, it/its, her/hers, your/yours, our/ours, their/theirs, his/his)
Activity 8 (15 Minutes)
Briefly tell your students that we use possessive pronouns to describe what we possess
or own. Ask the students to look at people in the pictures and notice what a person in
each picture possesses. Then let them be assisted by the pictures and describe what
each person possesses using possessive pronouns.
Answers:
1.his … his 2. Her… hers 3. Her….hers
4. His…. his 5. his….his 6. his…his

37

38. Activity 9 (15 Minutes)
Ask your students to use any appropriate possessive pronoun to fill in blank spaces
given in the following sentences.
Answers
1.mine 2.her….hers 3. our….ours
4. you….yours 5.its ....it 6. theirs…...their
D)SIMPLE PRESENT TENSE
Activity 10 (20 Minutes)
Ask your students to be in pairs and look at the pictures and describe what they see in
the picture. Then tell them to write what they see in the pictures in complete sentences
using words/expressions given in parentheses. Let them follow the examples given. Ask
some of the students to report what they have done to the whole class.
Answers:
1.
I see two grass houses in Picture A.
The first house is in a fence.
A street is passing by the two houses.
The land is green.
There are trees next to the two houses.
A big tree is found in front of the two houses.
There is white cloud in the sky.
2.
The man wears eye glasses.
The man wears a caravat/necktie.
He wears blue black shirt.
He wears a pair of silver trousers.
He wears a pair of black shoes.
3.
The dog has a coiled tail.
It has a sharp nose.
It has two black eyes.
Its color is red.
4.
They have pair of shoes each.
They use umbrellas.
AAA
38

39. A)PRESENT CONTINUOUS
Activity 11 (10 Minutes)
Ask your students to look at the pictures and notice what is going on. Let them
do individually and share their answers with their classmate.
Answers:
The boy is running in the field.
The girl is riding a bicycle.
The boy is reading a book.
The cows are grazing in the field.
SECTION SIX: WRITING (80 Minutes)
39

40. WEEK 6- DAY 5 & WEEK 7-DAY 1
Activity 1
Ask your students to look at Picture A carefully and state down what they have noticed.
Then tell them to check their points against those stated in a short note form. Let them
use the points and write complete sentences. Finally, ask them to organize their
sentences into a paragraph.
What do you see in the picture?
(one red spotted and three black spotted cows)
 (cows grazing in the field)
(A tree near to the cows on the left side)
(A village on the far other side of the cows)
(Islands in a lake on the other side of the village)
Answers:
Complete Sentences
I see in the picture one red spotted and three black spotted cows.
The cows are grazing in the field.
There is a tree near to the cows on the left side.
A village is seen on the far other side of the cows.
Islands are seen in a lake on the other side of the village.
The sentences organized into a paragraph
I see five noticeable things in Picture A above. One red spotted and three black
spotted cows are seen on the front side of the picture. The cows are grazing in the
field. On the left side of the cows we see a tree. On the far side of the cows a village
is seen. In a lake on the other side of the village we see Islands.
40

41. UNIT 3 SAFETY DRIVE
18 PERIODS
UNIT OBJECTIVES
At the end of this unit, learners will be able to:
listen to a short paragraph about crossing roads safely and reflect.
give advices on appropriate uses of road infrastructures.
use common expressions of suggestions and recommendations.
use likes and dislikes (prefer x to y) in their daily involvement.
Read on safety drive and infer the main idea of the given text.
guess the meanings of words in boldface in the passage.
express activities that people do frequently.
use regular and irregular plurals for their daily activities.
express what students are able to do or unable to do
use definite and indefinite articles.
write short and simple sentences.
Write a guided paragraph.
41

42. SECTION ONE: LISTENING (80 Minutes)
WEEK 7-DAY 2& DAY 3
Pre-listening
Activity 1 (10 Minutes)
Tell your students that they are going to listen to a text on “crossing roads”. Ask
them to activate their previous knowledge about cares to be taken to avoid road
risks. The pre-listening questions will help them to do so. Let them try
individually and share their ideas in pairs.
LISTENING TEXT
Crossing Roads
Avoiding traffic accident is not the responsibility of drivers only. Pedestrians have
great roles to play on their part. As a pedestrian you need to strictly stick to prescribed
road safety rules. If you have to walk parallel to a road, never walk on the road, rather
use subway. If you have to cross a road, use pedestrian crossing or what is commonly
named as zebra crossing. Try not to cross the road from between parked cars or near
trees and bushes as drivers may not see you. You also avoid crossing near a bend or
curve in the road. Even when you are using zebra crossing, keep checking in both
directions to make sure the way is clear. Never assume driver has seen you when you
are about to cross the road; it’s your responsibility to save yourself. Once you make
sure that the road is clear, walk straight across the road; don’t walk diagonally or in
zigzag way. Crossing road by the shortest and most direct route reduces your time on
road. Never jump over the divider railings. You may tumble onto the traffic. The amount
of care you have to make increases in highway traffic. The road risk is higher in
highways as the speed is faster. Therefore, cultivate the habit of using road
infrastructure in proper manner to avoid traffic risks as much as possible.

42

43. Activity 2 (30 Minutes)
Ask the students to individually answer the following questions while they listen
to the text.
Answers:
1. False 2. True 3. False 4. False 5. True 6. Pedestrian crossing
7. Drivers may not see walkers due to the parked cars, trees and bushes and as the
result cause car accident.
Activity 3 (40 Minutes)
Ask the students to guess the meaning of words in bold type and choose the word or
expression closest in meaning to it from the given alternatives.
Answers:
1.C 2.A 3.B 4.C 5.B

Section Two: Speaking (120 Minutes)
WEEK 7-DAY 4, DAY 5 & WEEK-8 DAY 1
Dos and Don’ts
Activity 1 (40 Minutes)
Call your students’ attention to how dos and don’ts are expressed in the table given in
Student Book to give advices in road use. Ask the students to study expressions by
heart so that they will be able to use them in advising people to use road infrastructure
appropriately. Let them be in pairs and one of them says the dos and the other the
don’ts. Ask them to take turns and play the roles.
Activity 2 (40 Minutes)
Ask your students to use the given safety rules and advise their classmate. Tell
them that after practicing the advising in pairs, they might be asked to advise the
whole class. Ask some of the better performing pairs to give advises to the whole
lass.
Activity 3 (40 Minutes)
Ask your students to be in groups of four and look at the pictures and state down
what they have noticed. Then ask them to think of advises they have to give to
the people in the pictures. Let them follow the given steps when giving advices to
the people.

43

44. Unit 3 Safety Drive
SECTION 3: READING
WEEK-8 DAY 2 & DAY 3
Pre-reading
Activity 1 (10 Minutes)
Ask your students to look at pictures given in SB and answer questions related to
the pictures. Encourage them to predict what they are going to read about.
Activity 2 (30 Minutes)
Ask the students to read the text silently and while reading answer questions
related to the text.
Answers:
1.enjoyable and pleasant ….stressful and dangerous 2. driving license
3.Driving after drinking alcohol, speaking while driving, and driving when tired
4. False 5. False
Ativity 3 (20 Minutes)
Ask your students to guess the meanings of the words in bold as they are used in
the text and match the words to their meanings given under Column B.
Answers:
1.c 4. d
2.a 5. f
3.b 6. e
Activity 4 (20 Minutes)
Ask the students to answer the questions in groups of three based on
information from the text and from their experiences. Let them relate what they
have learnt to the real situation.
Possible answers:
1.It is impossible to avoid road accidents, but we can minimize
2.The reason is that causes of road accidents are many. They can be driver
related, vehicle related, walkers related, and situation related. It is hard to avoid
all these.
44

45. Unit 3 Safety Drive
SECTION 4: VOCABULARY (80 Minutes) (80 Minutes)
WEEK-8 DAY 4 & DAY 5
Activity 1 (30 Minutes)
Ask the students to use words in the table to fill in blank spaces given in the sentences
below. Tell them to do the activity individually and then compare their answers with
those of their classmate.
Answers
1.seatbelt 5. Zebra crossing
2. speed 6. traffic
3. Accident…..policeman 7. pedestrian
4. highway 8. safety
Activity 2 (20 Minutes)
Ask your students to match each word under Colum A with its opposite meaning under
Column B.
Answers:
f) risk 5. a) slowness
e) cautious 6. h) careless
g) allowed 7. c) refuse
d) increase
Activity 3 (30 Minutes)
Ask your students to fill in the blank spaces with the correct words related to road safety
topics.
Answers:
1.helmet 2.footbridge/zebra crossing3.seatbelt 4.green
5. stop 6.safe 7.window 8.telephone
45

46. Section: Grammar (160 Minutes)
WEEK-9 DAY 1, DAY 2 & DAY 3
The Simple Present Tense
A)With ‘he’,’she’,’it’ or a noun that replaces each of these
Activity 1 (20 Minutes)
Ask your students to change each given statement to its question form. Ask them
to follow the given example.
Answers:
1.Where does he often go?
2.Where does she always go?
3.What does she like?
4.Whom does Darartu visit every week?
5.What does the dog often eat?
6.What shoes does Bikila often buy?/Which shoes type does Bikila often buy?
Activity 2 (20 Minutes)
Ask the students to change each of the given questions into its statement using a
word given in parentheses. Let them follow the given example.
Answers:
1.The girl often helps her mother at home.
2.The cat often eats bread.
3.Abebe often buys candy for his daughter.
4.He likes to drink milk.
5.Chaltu likes to eat egg sandwich for breakfast.
46

47. B)The Simple Present Tense With ‘I’,’you’,’they’, or ‘we’
Activity 3 (15 Minutes)
Ask your students to change each given statement to its question form. Tell them
to follow the given example.
Answers:
1.What do they need?
2.Who do we often visit?
3.What do I like? /What do you like?
4.What do you often play?
5.What do the children often watch on TV?

Activity 4 (15 Minutes)
Ask the students to change each of the questions into its statement using a word
given in parentheses. Let them follow the given example.
Answers:
1.Guta and Milki want to visit their grandfather.
2.My friends live in Bishoftu.
3.I like to have a cup of coffee.
4.We need new brand shoes for the coming holiday.
5.Elephants eat grass and leaves.
Activity 5 (20 Minutes)
Ask your students to underline the correct word from the two alternatives given in
parentheses to answer each question.
Answers:
1.does 6. Does…do
2.disturbs 7.do….eat
3.eat 8. do
4.like 9. do
5.do 10. do
47

48. NOUNS
Plural Formation
Activity 6 (20 Minutes)
Ask your students to copy the table into their exercise book and categorize the
nouns given in it into singular and plural forms.
Answers:
Singular plural
house
glass
pencil
case
tomato
Books
giraffes
computers
potatoes
grasses
tables
pens
Activity 7 (15 Minutes)
Ask the students to read singular words under Column A and their plural forms
under Column B and then write the plural marker under Column C in the given
table.
NumberPlural Markers used
1 Eg. -s
2 -es
3 Changing the last ‘y’ into ‘i’ and adding -es
4 -en
Activity 8 (15 Minutes)
48

49. Ask your students to write the plural forms of the given nouns. Let them do it
individually and then share with their classmate.
Answers:
1.pens 4. clashes
2.lions 5. cities
3.babies 6. policemen
Definite and Indefinite Articles
Activity 9 (20 Minutes)
Ask the students to use ‘a’, ‘an’, or ‘the’ to fill in blank spaces in the given
sentences.
Answers:
1.an…the 6. the
2.an…a 7. a….the
3.a…the 8. a…a
4.a 9. the
5.the 10. an
Section Six: Writing (80 Minutes)
49

50. WEEK-9 DAY 4 & DAY 5
Activity 1
Ask the students to look at the picture carefully and think of what can happen to the old
man and the lady talking on the road. Then ask them to use safety rules divided into dos
and don’ts in the given table and complete a started paragraph.
The started paragraph and the possible answer is here.
We can see in the picture how people wrongly use a main road. The old man and the lady
are already in danger. No one should take them as role models. It is good that we follow the
dos and don’ts when crossing road. Please never walk on road carelessly. Use zebra
crossings if you want to cross it. Keep checking in both directions to make sure the way is
clear before you cross. When you want to cross a road, walk straight across the road; don’t
walk diagonally or in zigzag way. D on’t cross between parked cars, trees and bushes. Don’t
cross near bend or curve in the road. Never jump over the divider railings. Never trust
drivers; you are responsible to take care of yourself.
50

51. UNIT 4: SOIL
18 PERIODS
UNIT OBJECTIVES
At the end of this unit, learners will be able to:
Listen to a short paragraph about the types and importance of soil and reflect.
Talk about types and importance of soil.
Participate in dialogue (social expressions).
Infer the main idea of the text.
Read a passage about the type and importance of soil and answer questions related to it.
Guess the meanings of the words written in boldface in the passage.
Use prepositions in sentences.
Pronounce words and phrases fluently.
Use contracted forms of words in sentence.
Write short and simple sentences.
Write a guided paragraph.
SECTION 1: LISTENING (80 Minutes)
WEEK-10 DAY 1& DAY 2
Soil Protection
Activity 1 (10 Minutes)
Ask the students to refresh their minds with regards to what soil is and their believes
about a need to protect soil. Let them also look at the pictures and tell in which of the
pictures attempts to protect soil are made. (5 minutes)
51

52. LISTENING TEXT
Soil Protection
Soil is the thin layer of materials covering the earth's surface. It is formed from the
weathering of rocks and decomposition of dead bodies of plants and animals. It is made
up mainly of mineral particles, organic materials, air, water and living organisms ̶ all of
which interact slowly yet constantly.
Soil is liable to degradation. As it is the thin layer of the earth’s surface, it can be
depleted by erosion, which is the geological process in which earthen materials are
worn away and transported by natural forces such as wind or water. Thus there is a
strong need to protect or conserve it every time. Soil conservation practices are tools
the farmers can use to prevent soil degradation and build organic matter. The three
important methods of soil conservation are afforestation, reforestation, and contour
plowing. Afforestation is the planting of trees or forest cover on land which historically
did not contain forests, and reforestation is the planting of trees or forest cover on land
which previously contained forest that was converted to another land use. Contour
farming is farming with row patterns that run nearly level around the hill ̶ not up and
down the hill.
52

53. Activity 2 (30 Minutes)
Ask the students to answer the questions while they listen to you when you read the
text to them.
Answers:
1.False
2.False
3.afforestation, reforestation, and contour plowing
4.afforestation
5.Soil erosion
6.contour plowing
Activity 3 (20 Minutes)
Ask the students to match words used in the listening text and are listed under
Column A to their meaning under Column B.
Answers:
1.c
2.d
3.b
4.f
5.a
6.e
Activity 4 (20 Minutes)
Ask the students to complete summary of the listening text with key words taken
from the text and given in the table.
Answers:
conservation afforestation reforestaion, and contour farming
53

54. Section Two: Speaking (120 Minutes)
WEEK-10 DAY 3, DAY 4 & DAY 5
Dialogue to Repeat
Activity 1 (40 Minutes)
Ask your students to read by heart and recite the dialogue so that they can
play roles of the two people talking. Tell them to take turns and practice the
dialogue in pairs. Ask some better performing students to practice the
dialogue in front of the whole class.
Activity 2 (40 Minutes)
Ask the students to be in pairs and tell to each other what each of the words in
the table means. These are core words in used in the listening text. Help them
where they find any of the words too difficult to define. Ask some of the students
to tell what each word means to the whole class.
Activity 3 (40 Minutes)
Ask your students to be in a group of four and discuss as to how they can advise
people to prevent soil degradation. Tell them to select one of the members to
organize points they tell him/her to include into their advices and get ready to
present to the whole class. Ask them to include the following points into their
advices.
what soil is,
why we need to conserve/protect soil, and
how we can conserve soil.
Finally, ask some of the groups to present what they have organized to the whole class.
54

55. Section Three: Reading (80 Minutes)
WEEK-11 DAY 1 & DAY 2
Activity 1 (10 Minutes)
Ask the students to try to answer the pre-reading questions related to soil. Let
them think of soil type suitable for plant growth and how soil fertility can be
maintained. Activation of the students’ prior knowledge related to these points
will promote their comprehension of the reading text.

Activity 2 (30 Minutes)
Ask the students to answer the comprehension questions as they read
the text.
Answers:
1.It is called so because it is a thin layer of the earth’s surface.
2.The three particles of soil are sand, silt, and clay.
3.The largest particles of soil are sand while the smallest particles are clay.
4.A) equal
5.Loamy-textured soil is soil composed of equal ratio of sand, silt, and lay particles.
Activity 3 (20 Minutes)
Ask your students to match words taken from the reading text and put under Column A
to their meanings given under Column B.
Answers:
Column A
1.c
2.a
3.b
4.d
Activity 4 (20 Minutes)
Ask your students to listen to you carefully when you read the text to them slowly and
fluently. Then tell them to try to read the text loudly just like you did. Ask some of them
to stand up and read loudly to the whole class. The purpose is to help the students to
practice reading fluently.
55

56. Section Four: Vocabulary (40 Minutes)
WEEK-11 DAY 3
Activity 1 (20 Minutes)
Ask the students to use the right word from the ones given in the table to fill in blank
spaces in each sentence.
Answers:
1.surface 2. weathering 3. make up 4. Suitable 5. Decomposed
Activity 2 (20 Minutes)
Ask the students to construct a sentence using each of the words. Let them
copy the questions into their exercise book and write their sentences in it.
Possible answers:
1.Soil erosion is carrying away of top soil by wind and water power.
2.We should give attention to soil protection.
3.Deforestation is one of the mechanisms of soil protection.
4.Loamy soil is the most suitable soil type for plant growth.
5.Wind erosion can be protected by planting trees.
Section Five: Grammar (160 Minutes)
WEEK-11 DAY 4, DAY 5, WEEK-12 DAY 1 & DAY 2
A)Prepositions of Place and Time (in, on, at)
Activity 1 (30 Minutes)
Ask the students to use ‘in’, ‘on’, or ‘at’ in the given blank spaces before each
word in the two tables. Tell them to notice how the prepositions are used.

56

57. Answers:
Table A: With Place
1 in
2 in
3 in
4 in
5 in
6 at

Table B: With Time
1in on at
2in on at
3 in on at
4 in on
5 in on
C)
1. C 2.D3.D
Activity 2 (20 Minutes)
1.In 2.in3.at4.in…on…at 5. On 6. In 7.at
8. In 9.at 10.at
B)Contractions in English Grammar
Activity 1 (20 Minutes)
1.I will = _I’ll_
2.we are = _we’re_
3.should not = shouldn’t
4.you would = you’d
5.would have = would’ve
6.you are = you’re
7.he has = he’s
8.did not = didn’t
57

58. 9.they have = they’ve
10.that is = that’s
Activity 2 (20 Minutes)
1.He’ll = he will
2.We’ll = we will
3.You’re = you are
4.Shouldn’t =should not
5.You’d = you would
6.would’ve = would have
7.he’s = he has
8.didn’t = did not
9.they’ve = they have
10.that’s = that is
Activity 3 (20 Minutes)
1.C 2. A3. A4.B5.A6.B
C)‘Wh’ QUESTIONS
Activity 1 (30 Minutes)
1.B2.C3.D4.A5.A6.D7.A8.B9.B10.B
Activity 2 (20 Minutes)
1.How
2.When
3.Where
4.Who
5.What
6.What
7.Where
8.Whose
9.Why
10. What
58

59. Section Six: Writing (80 Minutes)
WEEK-12 DAY 3 & DAY 4
COMPLETING AND WRITING SHORT SENTENCES
Activity 1 (40 Minutes)
Ask students to look at the pictures related to planting seedlings and describe
each picture with one sentence each. Let them follow the example.
A)A man is preparing a dry red soil for plant growth.
B)The man is adding compost to the dry soil.
C)The man is sprinkling water to the soil.
D)The man is planting seedlings in the soil.
E)The man is watering the seedlings using watering can.
F)The man is nurturing the grown up seedlings.
Activity 2 (40 Minutes)
Ask the students to complete the started paragraph using steps of growing
seedlings followed under Activity 1 above. Tell them to read their paragraph
to their classmate before they show to you the teacher.
Possible Answer:
We may need to pass through the following steps to grow seedlings. In the first place,
we need to cultivate our soil. Next, we have to a dry red soil for plant growth. Then we
need to add compost to the dry soil. Fourthly, we have to sprinkle water to the soil.
Then we plant seedlings in the soil. Following this, we water the seedlings using
watering can.
Finally, we keep nurturing our grown up seedlings.
59

60. UNIT 5: VEGETABLES
18 PERIODS
UNIT OBJECTIVES
At the end of this unit, learners will be able to:
Listen to a short paragraph about the types and importance of vegetables and
reflect.
Talk about types and importance of vegetables.
Participate in dialogue (social expressions).
Infer the main idea of a given text.
Read a passage about the type and importance of vegetables and answer
questions related to it.
Guess the meanings of bold words in the passage.
Ask and give answers for questions during conversation.
Use Contracted forms of sentences in writing.
Pronounce words correctly.
Write short and simple sentences.
Section One: Listening (80 Minutes)
WEEK-12 DAY 5 & WEEK 13 DAY 1
TYPES AND IMPORTANCE OF VEGETABLES
Activity 1 (10 Minutes)
Ask your students to be in pairs and look at the pictures of the given
vegetables. Ask them to tell names of the vegetables in the pictures, think of
some more vegetables. and also think of vegetable types they know. Thinking
of answers to these pre-listening questions will help the students activate
their prior knowledge related to the listening topic. Activation of the prior
knowledge in turn will help the students comprehend the listening text better.


60

61. LISTENING TEXT
Types and importance of vegetables
Vegetables are a category of food obtained from any edible parts of various
plants. The edible parts can be stem, leaves, flowers, roots, tubers, bulbs, and
fruits. Vegetables are classified into their categories based on their edible parts.
Accordingly, they are categorized into leafy, root, tuber, bulb, flower and fruit
vegetables. Leafy vegetables include vegetables such as lettuce, Swiss chard, kale,
head cabbage and spinach. Root vegetables include carrot, beet root, radish and
sweet potato. Unlike sweet potato which is root vegetable, potato is tuber
producing vegetable. Bulb vegetables include onion, shallot, and garlic.
Cauliflower is flower vegetable, while tomatoes, green beans, peas and cucumbers
are fruit vegetables. Vegetables have lots of vitamins in them. Eating different
types of vegetables helps us to be healthy and grow well.
Activity 2 (30 Minutes)
Ask your students to listen to you when you read the text to them. Tell them to
answer the following comprehension questions as they listen to the text read
to them.
Answers:
1.Vegetables mentioned in their category in the listening text are:
leafy Root TuberBulb flower Fruit
lettuce, Swiss
chard, kale, head
cabbage and
spinach
carrot, beet
root, radish
and sweet
potato
potato onion,
shallot, and
garlic
Cauli-
flower
tomatoes, green
beans, peas and
cucumbers
2.By the edible parts of vegetable, we man the parts of the vegetables that can be
eaten for food.
3.Potato and sweet potato are not the same.
4.We get vitamins from eating vegetables.
61

62. 5.Vegetables are categorized into their types based on their edible parts.
Activity 3 (40 Minutes)
Ask your students to be in threes or fours and list vegetables commonly used in their
areas, classify them into categories, and tell efforts they make to get vegetable types
unavailable in their areas. Tell them that we need to have various vegetables to get
richer vitamins. We need to make efforts to get vegetables that are rich sources of
vitamins even if they may not be available in our surrounding.
Section Two: Speaking (80 Minutes)
WEEK 13 DAY 2 & DAY 3
Activity 1 (40 Minutes)
Read the dialogue between Dr Kalbesa and Biliso loudly to your students and
ask them to listen to you attentively while you do so. Then ask the students to
read the text in the same way. Next, ask them to be in pairs and taking turns
play roles of Dr Kalbesa and Biliso.
Activity 2 (20 Minutes)
Ask your students to be in groups of three and:
1.list any vegetables commonly used as part of food in their house;
2.categorize the list into vegetable types;
3.add vegetables not available in their area;
4.notice that eating different types of vegetables keep us healthy and help us
grow well;
5.think if people make attempts to get vegetables not available in their areas;
and
6.convince people that they should strive to get vegetables even unavailable
easily.
Ask some of the students to report their answers to the whole class.
Activity 3 (20 Minutes)
Ask your students to be in groups of four and answer the questions.
62

63. Answers:
1.It is true that home care is better than hospital care because home care can keep
us away from getting sick and going to hospital for treatment.
2.Bilso wouldn’t have been a looser if he could have used vegetables rich in
vitamins and prevent vitamin deficiency disease, scurvy.
3.Biliso is suffering from scurvy and is not a fully productive citizen.
4.An apple a day keeps the doctor away means having vegetables rich in vitamin
such as apple can keep us healthy and away from hospital.
Section Three: Reading (80 Minutes)
WEEK 13 DAY 4 & DAY 5
Activity 1 (10 Minutes)
Ask the students to think of food they most often eat, if people try to get
various food items, and what ideas they have with regards to balanced diet.
Activity 2 (30 Minutes)
Ask your students to read the text and based on information from it answer questions
that follow.
Answers:
1.The basic components of a balanced diet are carbohydrates, protein, fat, fiber
and vitamins.
2.Carbohydrate is known for giving energy.
3.It means that some vitamins can be absorbed only with the help of fats.
4.Our evidence that people are seen to have only some food types of their
preference, the delicious ones for instance.
5.False
Activity 3 (10 Minutes)
Ask the students to match words taken from the text and put under Column A to their
contextual meanings.
Answers:
1.d 2. c 3. e 4.a 5.b
Activity 4 (10 Minutes)
Ask the students to be in groups of four and discuss the questions.
63

64. Answers:
1.The answer will vary based on personal needs.
2.Food taste should not stop us from having various food types.
3.The most probable answer is ‘no, people do not give due attention to having
healthy eating’. The reason could be the economic factor as well as lack of
awareness about importance of having balanced diet.
READING FLUENCY
Activity 5 (20 Minutes)
Read the text fluently to the students so that they would do the same later.
Encourage the students to read phrases and clauses without pause. Make
sure also that they pronounce the uncommon words correctly. If there are
some common problems, take time and treat the problems.
Section Four: Vocabulary (40 Minutes)
WEEK 14 DAY 1
Activity 1 (20 Minutes)
Ask the students to use words in the given box to fill in blank spaces given
text.
Answers:
1.Source
2.Balanced diet
3.Healthy eating
4.Repair
5.nutritional value
6.unhealthy eating habit d.
7.disregard
8.nutrients

Activity 2 (20 Minutes)
64

65. Ask the students to match each word given in the table to a picture it stands
for. Let them write the letter of the picture on the space provided before each
word.
Answers:
B=tomato __=. cabbage F= garlic
H= potato C= cauliflower E= pea
G=carrot A= onion D= lettuce
Section Five: Grammar (240 Minutes )
WEEK 14 DAY 2, DAY3,DAY 4, DAY 5, WEEK 15 DAY 1, DAY 2 & DAY 3
So…/Neither…/…Either
A)So…
Activity 1 (20 Minutes)
Ask the students to look at the given examples and notice how so… is used
with ‘do’ or ‘does’. Ask them to do the remaining questions based on the
given examples.
Answers:
1.so do I
2.so does he
3.so do they
4.so do we .
5.so do you
6.so does she
7.so do does he .
Activity 2 (20 Minutes)
Ask the students to look at the given examples and notice how so… is used
with ‘verb to be’. Do the remaining questions based on the given examples.
Answers:
1.so am I
2.so is he
3.so are they
65

66. 4.so are we
5.so are you
6.so is she
7.so is he
Activity 3 (20 Minutes)
Ask your students to choose the best answer from the given
alternatives to answer the given questions.
Answers:
1.A) so do they
2.A) so does Bikiltu
3.C) so is Bikiltu
4.A) so do we
5.A) so do you
6.A) so does she
7.B) so am I
8.A) so are they
9.C) so are we
10.B) so are you
Unit 4 Soil
B)Neither…
Activity 4 (20 Minutes)
Ask the students to look at the given examples and notice how neither… is
used with ‘do’/’does’. Then let them do the remaining questions based on the
given examples.
Answers:
1.neither do I
2.neither does he
3.neither do they
4.neither do we
5.neither do you
6.neither does she
7.neither does she
66

67. Activity 5 (20 Minutes)
Ask your students to look at the given examples and notice how neither… is
used with ‘verb to be’. Let them do the remaining questions based on the
given examples.
Answers:
1.neither am I
2.neither is he
3.neither are they
4.neither are we
5.neither are you
6.neither is she
Activity 6 (20 Minutes)
Ask your students to fill in the given blank spaces with appropriate
so…/neither … forms.
1.neither am I
2.neither do they
3.neither do you
4.neither is she
5.neither is Tullu
6.neither does Tull
7.neither are you
8.neither is Tirunesh
C)... ‘Either’
Activity 7 (20 Minutes)
Ask your students to look at the given examples and notice how …either is
used. Let them do the remaining questions based on the given examples.
Answers:
1.My friend does not like orange and I do not like orange either ( I do not like
orange too)
2.I am not a student and he is not a student either (He is not a student too).
3.Gurmesa is not a teacher and Chaltu is not a teacher either.
4.She does not like bread and I do not like bread either.
67

68. 5.We are not happy about her departure and they are not happy about her
departure either.
6.She is not going to stay here and we are not going to stay here either.
Activity 8 (20 Minutes)
A)Ask your students to choose the best answer from the given
alternatives.
1.A
2.D
3.C
D)Ask the students to rewrite each of the given statements using neither…,
either…, or …too.
1.Both Guta and Gammachu are not Americans.
a) Guta is not an Amerian and Gammachu is not an American either.
b) Guta is not an Amerian and Gammachu is not an American too.
c) Guta is not an Amerian and neither is Gammachu.
2.Both Gudata and Beka do not like injera.
a)Gudata does not like injera and Beka does not like injera either.
b)Gudata does not like injera and Beka does not like injera too.
c)Gudata does not like injera and neither does Beka.
3.Both you and I do not want to go to hot area.
a)I do not want to go to hot area and you do not want to go to hot area either.
b)I do not want to go to hot area and you do not want to go to hot area too.
c)I do not want to go to hot area and neither do you.
IMPERATIVES
Activity 9 (10 Minutes)
Ask the students to read the given paragraph on how Tolasa’s mother has
instructed him to make tea and based on it complete similar instruction.
Please rewrite the steps of making tea in short on the spaces given and tell to
your classmate.
First, add glasses of water to the tea-pot and boil it on stove.
Next, add spoons of tea leaf to it and wait for minutes.
Then, take the tea-pot off and wait until it cools down.
68

69. Finally, add two spoons of sugar to your tea-cup and have it.
Activity 10 (10 Minutes)
Ask your students to complete the given instruction on how to prepare salad for
oneself. Tell them to use words given in the box to complete the instruction. The
first one is done for you.
You need to follow the following steps to prepare salad. First, wash and clean all fruits.
Next, cut them into pieces. Thirdly, place them in a cooking pot. Then, mix them and
finally have them and enjoy.
COMPARSON
Activity 11 (20 Minutes)
Ask the students to look at the given pictures of the four children and
compare them using their height.
1.Mustofa is the tallest of all.
2.Abraham is the shortest of all.
3.Almaz and Chaltu are equal in height.
4.taller
5.shorter
6.shorter
7.taller

Activity 12 (20 Minutes)
Ask the students to look at the given chart individually. Next, let them
compare the students in terms of their age, (old/ young) height (tall or short)
and weight (heavy/ light). Ask them to use the right forms of comparatives and
fill in the blank spaces to compare the students. They may use more than one
comparative adjective in a blank space.
Answers:
1.Older/taller/heavier
2.younger/taller/heavier/
3.older/shorter/lighter
4.older/shorter/heavier
5.older/taller/heavier
69

70. Activity 13 (20 Minutes)
Ask the students to copy the adjectives in the table into their exercise book
and write the comparative forms of the adjectives.
Answers:
6.
Positive Comparative
high higher
fast fatser
strong stronger
bright brighter
smart smarter
bold bolder
clever cleverer
cold colder
great greater
long longer
small smaller
sweet sweeter
tall taller
old older
young younger
7.
70

71. Section Six: Writing
WEEK 15 DAY 4 & DAY 5
LIKES/DISLIKES
Activity 1 (40 Minutes)
Ask the students to read the chart and based on information from the chart, let them
compare likes and dislikes of the five children given in the hart.
Answers:
1.Abera, Dawit, and Okello like playing chess.
2.Meron and Chaltu dislike playing chess.
3.Abera and Okello like cooking.
4.Dawit, Meron and Chaltu dislike cooking.
5.Abera, Dawit, Okello and Meron like watching films.
6.Abera, Okello, Meron and Chaltu like going shopping.
7.Abera, Dawit, and Okello like reading comics.
8.Okello and Meron like gardening.
PUNCTUATION MARKS AND CAPITALIZATION
Activity 2 (40 Minute)
Ask the students to rewrite the given sentences in their exercise book with
appropriate capital letters and punctuation marks. One is done as an example.
1.today we have english Arabic and art.
Today we have English, Arabic, and Art.
2.sara lives in hawasa.
Sara lives in Hawasa.
3.Monet took this photo during her holiday in mekele.
Monet took this photo during her holiday in Mekele.
4.where are the rugs from
Where are the rugs from?
5.how long did you study for the quiz
How long did you study for the quiz?
6.i like to take my children to koyisha eco- tourism resort
I like to take my children to Koyisha Eco- tourism Resort
7.did ramadan start on Friday
Did Ramadan start on Friday?
8.Milko watched the news on euro channel
Milko watched the news on euro channel.
71

72. 9.we will have our summer holiday on june
We will have our Summer Holiday on June.
10.mohamed had pasta soup and salad for his dinner yesterday
Mohamed had pasta soup and salad for his dinner yesterday.
72

73. UNIT 6 CLEAN WATER
18 Periods
UNIT OBJECTIVES
At the end of this unit, learners will be able to:
Listen to a short paragraph about the importance of water and reflect.
Talk about the importance of water.
Participate in dialogue (social expressions- .
Infer the main idea of a given text.
Read a passage about Importance of clean water and answer questions related to it.
Guess the meanings of words in bold in the passage.
Use action verbs and linking verbs according to their functions.
Pronounce words correctly.
Write short and simple sentences.
Write guided paragraph.
SECTION1: LISTENING (80 Minutes)
WEEK 16 DAY 1& DAY 2
Activity 1
Ask the students to answer questions that follow based on the given respected instructions.
1.Ask the students to look at the given pictures and tell what they have noticed.
2.Ask the students to think of major uses of water in their area?
3.Ask them to guess what the listening text is about.
73

74. LISTENING TEXT
Importance of Water
Water is necessary for all living things for various purposes. Five major purposes for
using water are briefly discussed in this text. In the first place, we need water for
drinking. We have to drink sufficient water every day to live healthily and happily.
Our body needs water to digest our food and get rid of waste. Our body also needs
water to keep our temperature normal. About 70% of our body is made up of water.
Water is not only used for drinking, it is also used for various domestic works such
as cooking, bathing, washing clothes, cleaning houses, etc. Thirdly, water plays a
significant role in the field of agriculture. We cannot think of agriculture without
water. Plants need water for their proper growth. Where there is no water, there
cannot be plant growth. Water is also needed for recreational activities such as
swimming, boating, waterskiing, surfing, and diving. Water is also used in industries
such as steel industry, fertilizers, chemicals, cement, paper, etc in huge quantities
for, cleaning, air conditioning, cooling, fire protection etc. The last purpose of using
water is generating electricity. Most of electric powers we are using in our life are
generated from water dams at various sites in the country. In general, life without
water is impossible at all.
Activity 2
Ask the students to answer the given questions while they listen to their
teacher reading to them a listening text on ‘Importance of Water’.
Answers:
1. f 2. True 3. False 4. False
5. For drinking, for agricultural activities, for recreational activities, for industrial
purposes, for electric power generation.
Activity 3
Ask your students to be in pairs and answer questions that follow based on
information from the listening text.
Answers:
74

75. 1.Ask your students to fill in the blank spaces with information from the listening.
2.This answer is conditional; answers to this question vary based on situation.
3.This again depends on situation.
4.They are recreational activities water can allow as to do.
5.This varies.
Section Two: Speaking (80 minutes)
DAY 15 DAY 3 and DAY 4
Activity 1
Ask your students to be in pairs and answer questions that follow. Tell them that one of
you will report the answers to the whole class.
Answers:
1.
Domestic activities Recreational activities
food preparation drinking
washing clothes and dishes bathing
flushing toilets watering gardens
swimming boating
surfing skiing
foaming diving
2.Boating, swimming, and diving are common in, but surfing is not.
3.The answer is personal.
4. We need to take care of sinking.
5.It is necessity, but it seems to be recreational because we enjoy taking bath.
75
Water is necessary for various purposes in our life. It is used for It is used
for drinking, for agricultural activities, for recreational activities, for
industrial purposes, and for electric power generation.
In general, life without water is unthinkable at all.

76. Section Three: Reading (120 minutes)
WEEK 15 DAY 5, WEEK 16 DAY 1, and DAY 2
Activity 1
Ask your students to think of answers to questions that follow.
1.Clean water is water free from bacteria and safe to drink.
2.This depends on the area.
3.Lack of clean water leads to diseases.
Activity 2
Ask your students read the text carefully and answer the while-reading
questions.
Answers:
1. False 2. False 3. boiling, filtration, distillation, and chlorination.
4.False.

Activity 3
Ask your students to use words taken from the text and given in the table to
fill in blank spaces in sentences that follow.
Answers:
1.domestic 2. certainty 3. micro-organisms 4. purifying …impurities
2.odor
Activity 4
Ask your students to match central idea of each of the paragraphs given under Column
B to its paragraph number given under Column A.
Answers:
1.c 2. b 3. d 4. a
READING FLUENCY
Activity 5
Ask your students to listen to you attentively while you fluently read the
reading passage to them. Let them, be in pairs and taking turns read the text
aloud to each other the way you did. Ask some students to read the text to
the class.
Unit 6 Clean Water
76

77. Section Four: Vocabulary (80 minutes)
WEEK 16 DAY 3 & DAY 4
USING TOPIC RELATED WORDS TO COMPLETE SENTENCES.
Activity 1
Ask the students to use words related to topic of clean water in the given table
to fill in blank spaces in sentences that follow. Tell them to crosscheck their
answers with that of their classmate before they show to you.
Answers:
1. harm 2. drink 3. Necessary 4. water 5. Polluted
6. dirty water… health 7. clean 8. diseases 9. purify

Activity 2
Ask the students to write their own sentences using the following words.
Answers vary.
1.clean water: ____________________________________________________
2.domestic: ______________________________________________________
3.drinking: _______________________________________________________
4.unclean water: __________________________________________________
5.necessary: _____________________________________________________
Section Five: Grammar (240)
(
WEEK 16 DAY 5, WEEK 17 DAY1, DAY2, DAY 3, DAY 4 & DAY5
77

78. Simple Present Tense with:
A)‘do’ or ‘does’/don’t’ or ‘doesn’t’
Activity 1
Ask your students to answer questions that follow positively or negatively
using a word given in parentheses
Answers:
1.Eg. No, he doesn’t often go to market.
2.No, they don’t need money now.
3.Yes, I need to come tonight.
4.Yes, she needs to bring the book.
5.No, I don’t play football.
6.No, Fatuma does not wake up early.
7.Yes, Balcha and Gabisa play volleyball.
8.No, we do not need to come early.
9.No, it does not like fun.
Simple Present Tense with:
B)Action Verbs
Activity 3
Ask your students to fill in the blank space in each sentence using the correct
form of words given in parentheses
Answers:
1. Cleans 2. Accompany 3.aggravate 4. Float 5. Need 6. Visit 7. Eats 8. Begins
9. matters 10. eat
NOUNS ENDING WITH THE LETTERS S, SS, SH, Z, X, CH
Activity 4
A)Ask your students to write the plural forms of the words given under
Column A in Column B based on the given example.
Answers:
Singular Nouns Plural Nouns
one bus Eg. Two buses
78

79. one boss Three bosses
one glass Two glasses
one fox Four foxes
one church Three churches
one torch Two torches
one ass Three asses
a bush Two bushes
B)Be in pairs and talk on how nouns ending with s, ss, sh, z, x, ch are made
plural.
NOUNS ENDING IN THE CONSONANT ‘Y’ AND IRREGULAR NOUNS
Activity 5
A)Singular and plural forms of some nouns are given in the chart below.
Ask your students to put the words in their category of singular or plural
forms.
Answers:
Singular Nouns Plural Nouns
man lorry mouse
child baby boy body
lorries children mice
babies men bodies
boys
B)Ask your students to write down the singular nouns they have listed
above and find respective plural form for each of them. Tell them to
follow the given example.
Singular Nouns Plural Nouns
Eg. mouse mice
man men
Lorry lorries
Mouse mice
Child children
Baby babies
Boy boys
Body bodies
79

80. Section Six: Writing (120 minutes)
WEEK 18 DAY1, DAY2 &DAY 3
Activity 1
A)Ask the students to look at each of the following pictures and write
down for what purpose water is used in each picture. Tell them to follow
the given example.
We use water for drinking
We use water for washing our hands.
We use water for washing our clothes.
80

81. We use water for cleaning our house.
We use water for boating/ transportation.
We use water for surfing.
We use water for bathing.
We use water for swimming.
B)Ask the students to categorize the purposes of using water they mentioned into
domestic and recreational ones.

For Domestic Works For Recreational Works
We use water for drinking
We use water for washing our hands.
We use water for washing our clothes.
We use water for cleaning our house.
We use water for bathing.
We use water for boating/ transportation.
We use water for surfing.
We use water for swimming
C)Ask them to complete the started paragraph based on the uses of water they
have you stated earlier. Tell them to take turns and read their paragraph to their
classmate. You also tell some students to read their paragraph to the whole
class.
We use water for different purposes in our life. Domestic purposes and recreational
purposes of using water are focused in this paragraph. For domestic purpose, we use
water for drinking, which can be said the primary one. We also use water for washing
our hands and our clothes. We use water for cleaning our house and for taking bath
also. Beyond for domestic purpose, we also use water for recreational purpose. We use
it for boating/ transportation, for surfing and for swimming.

59
UNIT 7 MY COUNTRY, ETHIOPIA
18 Periods
UNIT OBJECTIVES
At the end of this unit, learners will be able to:
Listen to a short paragraph about famous people in Ethiopia and reflect.
Talk about famous people they know.
Participate in dialogue (social expressions).
Infer the main idea of a given text.
81

82. Read a passage about “My Country” and answer questions related to it.
Guess the meanings of new words written in boldface in the passage.
Use linking verbs appropriately.
Write short and simple sentences.
SECTION1: LISTENING (80) Minutes)
WEEK 18 DAY 4 &DAY 5
A Famous Ethiopian Athlete
Activity 1
Ask your students to think of answers to the given pre-listening questions
before they listen to a text entitled ‘A Famous Ethiopian Athlete’.
The answers may vary depending on individual students’ preferences.
LISTENING TEXT
Tirunesh Dibaba
Tirunesh Dibaba is one of the world famous Ethiopian female athletes. She was
born on June 1, 1985 G.C in a village near a town named Bokoji in Arsi Zone of
Oromia Regenal State in the country. Tirunesh’s birth place is characterized by a
high altitude in the zone. Inspired by athletic successes of her cousin, Darartu Tulu,
Tirunesh began competing in athletics at her age of 14. At her age of 18, Tirunesh
won a gold medal in the World Cross Country junior title in 2003 and became the
82

83. youngest ever World Champion at the International Association of Athletics
Federations (IAAF). She won the gold medal in the 5,000 meters with a time record
of 14 min 39.94 sec in the year. In the following year, i.e, in 2004 Athens Olympics,
Tirunesh lowered her world junior 5,000-metre record to 14 min 30.88 sec but took
the bronze. In 2005, Tirunesh joined adult title World Cross Country and won two
gold medals in the 5000m and 10,000m at the same championship and became
one of the first two women to win two gold medals. In 2006 and 2007, Tirunesh
succeeded gold medals in 10,000m only. In 2008, Tirunesh once again won two
gold medals at the same Championship in the 5000m and 10,000m races. Injuries
prevented Tirunesh from competing in the World Cross Country Championships in
2009, 2010, and 2011. In 2012, Tirunesh defended her 10,000m gold medal.
Tirunesh’s athletic successes are numerous. To sum up, Tirunesh has won three
Olympic track gold medals, five world championship track gold medals, four
individual World Cross Country (WCC) adult titles, and one individual WCC junior
title.
Activity 2
Ask the students to listen to the listening text on ‘Tirunesh Dibaba’s Athletic
Successes’ and answer questions that follow based on information from the
text.
Answers:
1.B 2. June 1, 1985 G.C 3. True 4. True 5. True 6. Cousin
7.It was due to injuries
Activity 3
Ask the students to listen to the story again and then adding their experience to
information from the listening text discuss the following questions in groups of
three.
Answers:
1.At her 14
83

84. 2. Three…, five…., four …., and one..
3. her birth place’s weather condition and inspiration she got from her cousin Darartu
Tulu, the senior athlete.
4.expect varying answers
5. Again varying answers should be expected.
84

85. Unit 7 My Country, Ethiopia
SECTION 2: SPEAKING (80 Minutes)
WEEK 19 DAY 1 &DAY 2
Activity 1
Ask the students to be in groups of four and answer questions that
follow. Tell them that they will at the end report summary of their
answers to the whole class.
Answers:
1.Tirunesh Dibaba promoted Ethiopia to a great extent
2.Yes; he was Abebe Bikila.
3.Darartu Tulu, Kenenisa Bekele, Haile G/Silase, Meseret Dafar, Genzebe Dibaba, …
4.Male athletes include Abebe Bikila, Haile G/Silase, Kenenisa Bekele,; while
female athletes include Darartu Tulu, Meseret Dafar, Genzebe Dibaba, …
5.Ethiopian athletes have promoted the country very very muh.
6.The conclusion is right. There are no team from other professional groups that have
promoted the country as far as the athlete team have done.
Activity 2
Ask the students to be in groups of five and answer the following
questions. Let them to be ready to report their answers to the
whole class when asked.
Answers:
1.The answer varies as it depends on the area.
2.Again the answer depends on the condition.
3.This again is personal
4.Probably continuous training.
5.Screening and training them probably.
Activity 3
Ask the students to be in threes and answer questions that follow.
Tell them that they will report a summary of their answers to you.
Answers:
1.A role model means a senior person known for some qualities and influences us to follow him/her.
2.Yes; because it helps us channel our energy in a given line.
3.Hard work is a key to nearly any success.
4.….
5.….
6.….

85

86. SECTION 3: READING (120 Minutes)
WEEK 19 DAY 3, DAY 4 &DAY 5
Activity 1
Ask your students to think of answers to the given pre-reading
questions before they read a text that follows.
Answers:
1.By natural resources we mean any useful things, objects, etc that exist naturally.
2.Water, solar energy, soil, etc can be mentioned.
3.Minerals, water, wind energy, etc.
Activity 2
Ask the students to answer comprehension questions that follow while they read
the given text.
Answers:
1.D 2. D 3.A 4. A 5. A 6. True
Activity 3
Ask the students to choose the closest meaning from the given alternatives for
each bold typed word
Answers:
1.C 2.A 3.A 4. A B
READING FLUENCY
Activity 4
Ask the students to listen to you when you fluently read the reading text
entitled “My country Ethiopia” to them. Then, ask your students to try to read
as fluently and accurately as you did. Tell them that they might be asked to
read the text in front of the class.
86

87. WEEK 26-DAY 3
SECTION 4: VOCABULARY (80 MINUTES)
WEEK 20 DAY 1& DAY 2
Activity 1
Ask the students to match each of the words under column A to its
synonym given under column B.
Answers:
1.c 2. g 3. h 4. j 5. i 6. a 7. b 8.d 9.f 10.e
Activity 2
Ask the students to match each of the words under column A to its
antonyms (opposites) given under column B.
Answers:
1.b 2. a 3. e 4. f 5. c 6. d
Activity 3
Ask the students to use each of the words given in the box to fill in the
given blank spaces in sentences that follow
Answers:
1.won 2. Famous 3.endemic 4. Inspired 5. Crops 6. International
7.national 8. Raise 9. Resources 10. win
87

88. SECTION 5: GRAMMAR (120 MINUTES)
WEEK 20 DAY 3, DAY 4 & DAY 5
A)LINKING VERBS
Activity 1
Tell your students to copy the given sentences in to their exercise book and
underline the linking verbs. Tell them also to discuss their answers with their
partner.
Answers:
1.Rocky is a dog.
2.They are students.
3.We were new comers to the city.
4.My brother is a teacher.
5.The food smells good.
6.He was a known pilot.
7.They were late yesterday.
8.The room looks nice.
9.I am short.
10.Cats are curious.
Activity 2
Ask the students to circle the correct answer from the given alternatives and
then share their answers to their classmate.
Answers:
1.D 2. C 3. A 4. C 5. C 6. B 7. C 8. A
Activity 3
Ask the students to fill in the gaps in each given sentence using the correct
linking verb from the ones given in parentheses.
Answers:
1. Taste 2. Seems 3.look 4. Seems 5. Looks 6. Smells 7. Feel 8.sounds
9. smells 10. Feels
88

89. Activity 4
Ask the students to use the correct form of the linking verbs (smell/taste/
look/feel/sound/ seem/ to fill in each of the blank spaces. Then tell them to
discuss their answers in groups.
Answers:
1.Tastes 2. Looks 3. Feel 4. Smells 5. Feels 6. Tastes 7. looks 8. Feels
9.smells 10. Feel
B)PREPOSITION OF TIME AND PLACE: /at/ in/ on/
Activity 1
Ask the students to use either /in/,/on/ or /at/ to fill in the gaps given in
sentences that follow.
Answers:
1.in 2. at 3. on 4. on 5. in 6. on
Activity 2
Ask the students to complete the given gaps using the right prepositions of
time and place (in/ on/ at) in the sentences that follow. Tell them to compare
their answers with that of their classmate.
Answers:
1.in 2.at 3. at 4. at 5.in 6.on 7.in 8.at 9. on 10. In
Activity 3
Ask the students to read each sentence carefully and fill in the blank spaces
with the correct prepositions. Tell them to share their answers to the whole
class.
Answers:
1.in…in 2.on 3.in 4.on 5.on 6.On…at 7.in…at..in 8.on..in
9.at 10.on 11.on 12. in…in 13.in 14.on 15.in
SECTION 6: Writing (80 MINUTES)
89

90. WEEK 21 DAY 1& DAY 2
Activity 1
Ask the students to use information in the chart about Tirunesh Dibaba and based on it
complete the started paragraph. Tell them to check for punctuation marks
they have used before they submit the paragraph to you.
Name Tirunesh Dibaba
Date of birth June 1, 1985 G.C
Place of birth Near Bokoji town of Arsi Zone in Oromia, Ethiopia
Profession An athlete
Major achievements
In 2003 won a gold medal in the World Cross Country junior title
In 2005 won two gold medals in the 5000m and 10,000m at
the same championship and became one of the first
two women to win two gold medals.
In 2006 won gold medal in 10,000m
In 2007 won gold medal in 10,000m
In 2008 won once again two gold medals at the same
Championship in the 5000m and 10,000m races.
From 2009-2011 did not participate due to injuries
In 2012 won gold medal in 10,000m
Tirunesh Dibaba is one of the world famous Ethiopian female athletes. She was born on
June 1, 1985 G.C near Bokoji town in Arsi Zone of Oromia Regenal State in the
country. Tirunesh’s athletic achievements are numerous. In this paragraph, only the
major achievements are stated. In 2003 Tirunesh won a gold medal in the World Cross
Country in junior title. In 2005 she won two gold medals in the 5000m and 10,000m at
the same championship and became one of the first two women to win two gold
medals. In 2006 she won gold medal in 10,000m. In 2007 she won gold medal in
10,000m. In 2008 she won once again two gold medals at the same Championship in
the 5000m and 10,000m races. From 2009-2011 she did not participate in international
races due to injuries. In 2012 she won gold medal in 10,000m.
90

91. UNIT 8 HEALTH AND SAFETY
Section One: Listening (120 Minutes)
18 Periods
WEEK 21 DAY 3, DAY 4 &DAY5
Activity 1
Ask the students to think of answers to the given pre-listening questions.
1.Ask them to look at pictures A-E and tell you what they have noticed in each of
them.
2.Ask the students to identify dry garbage and wet garbage and how each can be
avoided.
3.Ask the students to guess what the listening text is about.
91

92. LISTENING TEXT
Cleaning our Environment
Environment is the place where we live. It is not only the place but all living and
non-living things in and around the place. It consists of air, water, land, animals,
plants and the microorganisms. We depend on our environment for our life. This
means that we human beings and living and non-living things in our
environment interact. The quality of our environment directly or indirectly
affects quality of our life. Our environment must be clean for us to live healthily
and happily. In order to keep our environment clean, we have to dispose waste
or garbage properly. Garbage should not be thrown anywhere, and everywhere,
but only in trash bins. Throwing garbage all over the place will pollute the
environment. We have to separate and accumulate garbage in ways we can
avoid them or reuse them. Dry garbage that can be burned should be
accumulated separately and avoided safely. Wet garbage such as banana
peels and the likes should be accumulated separately and buried. Liquid waste
should be drained to a hole dug for that purpose. It should not be illegally
dumped into rivers and canals or used to fill land depressions without proper
consultations. Garbage such as plastic products which can be reused or
recycled should be accumulated somewhere and transported to recycling sites.
So we have to keep our environment free from wastes.

A
Activity 2
Activity 2
92

93. Ask your students to answer the given questions while they listen to the
listening text read to them.
Answers:
1.C 2. A 3.True 4. False 5. True 6. Dry, wet and liquid.
Activity 3
Ask your students to answer the given questions while they listen to the
listening text read to them.
Activity 3
Ask the students to be in small groups and answer the given
questions
Answers:
1.The answer will vary, the reason for categorizing garbage is to easily avoid them.
2.Dry garbage is commonly avoided through burning.
3.Wet garbage can be avoided through burying.
4.Different
SECTION TWO: SPEAKING (80 Minutes)
WEEK 22 DAY 1& DAY 2
Activity 1
Ask the students to be in small groups and discuss the given
questions. Tell them to get ready to report their answers to the
whole class at the end.
Answers:
1.We will fail to manage it and it will pollute our environment.
2.The man in Picture B is falling down because of the banana peels thrown on the
street and Picture C is the way out.
3.Answer to Question number 2 can be the answer to this question.
4.Answer to Question number 2 can be the answer to this question.
5.Through burying
6.In pictures B and C
7.Through burning.
Activity 2
Ask the students to discuss the given questions in small groups
and report summary of their answers to the whole class at the end.
Answers:
1.To easily avoid them
93

94. 2.All of us are responsible
3.It means that the cleaner the environment, the better the environment and the vice-
versa.
4.They suffer from health problems such as respiratory diseases.
USING ‘SHOULD’ AND ‘SHOULDN’T'
Activity 3
Ask the students to read the given dialogue and in pairs role-play in turns.
Check if they manage. Help them if they don’t manage.
Activity 3
Ask the students to answer the given questions according to the
example.
Answers:
1.Eg. Should
2.Should
3.Should
4.Should
5.Should
6.Should
7.Should
Activity 4
Ask the students to answer each question based on the given example.
Answers:
1.Eg. We should not stick chewing gums under our desks.
2.We should not drop banana peels on streets.
3.We should not drop garbage everywhere.
4.We should not play in filthy areas.
5.We should separate wastes into their categories.
6.We should not keep wet garbage open.
7.We should not see dry garbage scattering.
Grade 4 English Student’s Book
Unit 8 Health and Safety
94

95. SECTION THREE: READING (120 Minutes)
WEEK 22 DAY 3, DAY 4& DAY 5
PERSONAL HYGIENE
Activity 1
Ask the students to think of answers to the given questions before they read the
text on ‘Personal Hygiene’.
Answers:
1.Hygiene is cleanliness
2.No
3.The answer varies
Activity 2
Ask the students to answer the given questions while they read the given text.
Answers:
1.C 2. C 3. A 4. B 5. B
Activity 3
Ask the students to reread the text and answer the given questions.
Answers:

1. Six
2. Dental, body/shower, hygiene and nail, toilet, and Sickness hygiene.
3. I keep my fingernails short so that they don’t harbor bacteria.
4. Regularly, advisably two to three times a week.
5. sweat and dirt
6. decay and gum disease
Activity 4
Tell the students that words written in bold in the text are identified and put under
Column A. Then tell them to match the words with their respective meaning given
under Column B.
Answers:
1.b 2. g 3. f 4. c 5. a 6. d 7. e
READING FLUENCY
Activity 5
Ask the students to listen to you while you read the reading text to them
fluently and let them to read the same way.
95

96. Unit 8 Health and Safety
Section Four: Vocabulary (120 Minutes)
WEEK 23 DAY 1, DAY 2 & DAY 3
Activity 1
Ask the students to match each of the words under Column A to its
synonym word given under Column B.
Answers:
1.d 2.b 3.a 4.f 5. h 6. i 7. g 8.e 9. c
Activity 3
Ask the students to match words under Column A to words with
opposite meanings given under Column B.
Answers:
1.b 2.a 3.e 4.c 5.d
Activity 3
Ask the students to use the right word from those given in the box to fill in the
blank spaces in the sentences that follow.
Answers:
1.contaminate 2.separate 3.hygiene 4. Clean 5. Garbage 6. peels
85
SECTION FIVE: GRAMMAR (160 Minutes)
WEEK 23 DAY 4 & DAY 5; and WEEK 24 DAY 1
96

97. Helping/Auxiliary Verbs
Activity 1
Ask the students to choose the correct answer from the given alternatives.
Answers:
1.A 2. Is 3.C 4.C 5. D 6. B 7.A 8. D 9.B
Activity 2
Ask your students to supply appropriate auxiliary verbs in the following
sentences
Answers
1.is 2.are 3.is 4.am 5.are 6.is 7.are 8.Do 9.doesn’t 10.don’t
Activity 3
Ask your students to listen to you while you pronounce the given verbs. Then,
let them repeat what they hear and write down the verbs by adding ‘-s”, or ‘-
es’, or ‘-ies’ to the verbs. The first one is done for them.
Answers:
1. go=goes 2. wash= washes 3. play=plays 4. close=closes 5.catch=catches
6. buy= buys 7. carry = carries 8. worry= worries 9.leave=leaves 10. cry= cries
87
97

98. Unit 8 Health and Safety
SECTION SIX: WRITING (80 Minutes)
WEEK 24 DAY2 & DAY 3
Activity 1
Ask the students to answer the given questions as per their respective instruction.
1)Ask them to look at the pictures and write down what they notice in each of the
pictures.

A)I see scattered dry garbage.
B)I see a chewing gum dropped on a floor and sticking to one’s shoe.
C) I see a person throwing banana peels on the road
D) I see liquid garbage channeling to a river.

2)Tell the students to write what should be done to solve problems noticed
in the given pictures.
A)Eg. We should not scatter dry garbage everywhere.
B) We should not drop chewing gum on a floor.
C) We should not throw banana peels on the road.
D) We should not channel liquid garbage to a river.
3)Based on the sentences you have written down, compete the following
started paragraph.
We need to keep our environment clean to live healthily and happily. In order to keep
our environment clean, we should accumulate dry garbage together and burn them. We
should not scatter dry garbage everywhere. We should not drop chewing gum on a floor.
We should not throw banana peels on the road. We should not channel liquid garbage
to a river.
PUNCTUATION REVISION
Activity 2
Ask your students to write either a period (.), questions mark (?) or an
exclamation mark (!) in each box.
Answers:

1. Do you know what I did last week?
2.Our family went to the Children’s Museum.
3.Wow, did we have fun!
4.We did a science experiment in the lab.
98

99. UNIT 9
APPRECIATING COMMONALITIES AND
DIFFERENCES
18 Periods
UNIT OBJECTIVES
At the end of this unit, learners will be able to:
Listen to a short paragraph about cooperation and reflect.
Talk about cooperation and related issues.
Participate in a dialogue (social expressions).
Read a passage about commonalities and differences and appreciate it.
Guess the meanings of words in bold in the passage.
Use irregular verbs according to their function.
Write short and simple sentences about famous people in Ethiopia.
99

100. SECTION 1: LISTENING (80 MINUTES)
WEEK 24 DAY4 & DAY 5
Activity 1
Activity 1
Ask the students to think of answers to the given pre-listening
questions before they listen to the listening text.
Answers:
1.It means oneness in the presence of differences.
2.The answer will vary from student to student
3.By communalities we mean what we share in common.
4.The photos may remind us patriotic holyday celebration.
100

101. Unit 9 Appreciating Commonalities and Differences
LISTENING TEXT
Ethiopian Commonalities
Ethiopia is a country with diverse societies and ethnic groups. Currently
over 80 different ethnic groups live in the country. In the course of time of living
together as people of the country, the diversified groups have developed common
values. They have strong culture of hosting guests politely and respectfully. Besides, they are
considerate and cooperative in their social relations. They support one another financially and
morally. Ethiopians have strong patriotic feelings for their country. They have strong national
feelings to protect their territorial integrity from enemies. They have long years of patriotism
to defend their national pride and territorial integrity. Victory they achieved at Aduwa is a
strong indication of their patriotism. They stand together against all odds in the face of
danger. They have strong unity in diversity.
101

102. Activity 2
Ask the students to listen to you while you read to them the text on ‘Ethiopian
Communalities’ and based on it answer questions that follow.
Answers:
True 2.True 3. True 4. False 5. False
6. Culture of hosting guests, national feeling, and cooperation. 7. D
Activity 3
Ask the students to be in small groups and answer the given questions.
Answers:
1.It means that they won the battle because of their national feeling.
2.It means that despite the variations, they stand together.
3.This depends.
4.Communalities means what we share in common.
Activity 4
Ask the students to use words given in the box to fill in blank spaces in the text that
follows.
Answers:
1.Hosting 2. Cooperative 3. Financially 4.national 5.patriotism
Activity 5
Dictate the following words to your students and ask them to write down the
words with correct spelling. Then let them be in pairs and tell the meanings of
the words as used in the text.
The words are:
unity diversity patriotism cooperation national feeling
102

103. Unit 9 Appreciating Commonalities and Differences
SECTION TWO: SPEAKING (80 MINUTES)
WEEK 25 DAY1 & DAY 2
Activity 1
Ask the students to be in small groups and comment on the given Ethiopian
communalities.
Answers:
The questions are subjective and specific answers cannot be expected.
Activity 2
Ask the students to read the given dialogue and then in pairs take turns and
play roles.
93
103

104. 104|Page
Unit 9 Appreciating Commonalities and Differences
SECTION THREE: READING (120 MINUTES)
WEEK 25 DAY3, DAY 4 & DAY 5
Activity 1
Ask the students to think of answers to the given pre-reading questions before you read the text entitled “Appreciating
Commonalities and Differences in Ethiopia”.
Possible answers:
1.What the students think should be heard. But it should be told them that
differences should be appreciated like appreciate communalities.
2.Yes.
Activity 2
Ask the students to answer the given questions while they read the passage.
Answers:
1.Eighty (80) 4. False
2.True 5. E
3.True 6.True
Activity 3
Ask the students to answer the given questions and then share their answers among members of their small group.

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Answers:
1.It depends
2.Variation can be tourist attraction asset.
3.Respecting one another, loving neighbors, supporting elderly people,
national feeling
4.The answer is personal
5.True
Activity 4
Ask the students to match each of the words given under Column A to its respective meaning given under Column B.
Answers:
1.b 2.e 3.a 4.c 5.f 6.d
READING FLUENCY
Activity 5
Ask the students to listen carefully to you while you read the reading text fluently to them. Then ask them to read the
same way.

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SECTION FOUR: VOCABULARY (80 MINUTES)
WEEK 26 DAY1 & DAY 2

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Activity 1
Ask the students to match each word under Column A to its meaning given under Column B.
Answers
1 g
2 d
3 b
4 e
5 c
6 a
7 f
Activity 2
Ask the students to use the right word from those given in the box to fill in the blank spaces in the sentences that follow.
Answers:
1.Describes 6. communalities
2.Unique 7. ethnic
3.Assets 8. Culture
4.Threat 9. patriotism
5.Appreciated 10. respect

Activity 3
Practicing spelling
Write down on the blackboard five of the words taught in the unit and ask the students to look at their spelling. Erase the words
after two minutes and ask the students to remember the words and write them down with correct spelling.

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SECTION FIVE: GRAMMAR (120 Minutes
WEEK 26 DAY3, DAY4 & DAY 5
Simple Present Tense and Simple Past Tense
A)Simple Present Tense
Activity 1
Ask the students to complete each of the given sentences using the words given in parenthese.
Answers:
1.Doesn’t 2.doesn’t 3. Was not 4.doesn’t 5. Are not
Activity 2
Ask the students change the given sentences to their negative forms based on the given example.
Answers:
1.He does not play football every weekend.

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2.She doesn’t wash her clothes every Saturday morning.
3.I don’t visit my grand-mother every month.
4.We don’t go to market every week on Thursday.
5.You don’t often call me in the morning.
6.They don’t like ‘injera’ with ‘wot’.
7.Our dog doesn’t jump up when it sees me.
8.He is not a teacher.
9.She doesn’t teach English.
10. She doesn’t tell the truth.
Activity 3
Ask the students to choose the correct form from those given in parentheses and underline their answers.
Answers:
1.listens 9. doesn’t
2.cook 10. studies
3.does 11. eat

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4.doesn’t 12. need
5.don’t 13. live
6.visits 14. leaves
7.talks 15. don’t have
8.help

B)Simple Past Tense
Simple past tense is used to describe what happened in the past.
Examples: 1. I arrived yesterday. (My arrival was yesterday)
2. We wrote a letter to our friend last week.
Which verb group is used in the simple past tense?
Verb1 Verb2 Verb3
arrive arrived arrived
write wrote written
Activity 4
Ask the students to underline the correct form from alternatives given in parentheses.
Answers:
1.finished
2.rained
3.told
4.became
5.stopped
6.went
7.arrived

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Activity 5
Ask the students to give positive answer in complete sentence form to the given questions. Tell them to base on the given
examples.
Answers:
1.Yes, he did his assignment well.
2. Yes, he finished his homework.
3. Yes, they visited their uncle last time.
4. Yes, you offended me last time.
5. Yes, the boy left early.
6. Yes, I cut his hair.
7. Yes, you satisfied me.
Activity 6
Ask the students to give negative answer in complete sentence form to the given questions. Tell the students to follow the
given examples.
Answers:
1.No, he did not do his assignment well.

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2.No, he did not finish his homework.
3.No, they did not visit their uncle last time.
4.No, you did not offend me last time.
5.No, the boy did not leave early.
6.No, I did not cut his hair.
7.No, you did not satisfy us.

Activity 7
Ask the students to fill in the blank spaces in the given sentences with the correct simple past forms of the verbs in the
brackets.
Answers:
1.started 9. Finished
2.worked 10. surfed
3.did not go 11. did not enjoy
4.Did …play 12. listened
5.cooked 13. Did …visit
6.did not watch 14. helped
7.washed 15. did not travel
8.cried
COLLECTIVE NOUNS
Activity 1

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Ask the students to look at the given pictures and learn collective nouns used to describe them.
Activity 2
Ask the students to use an appropriate collective noun to fill in each given blank space.
Answers:
1.pride 2.flock 3.bunch 4.gaggle 5. herd
SECTION SIX: WRITING (80 MINUTES)
WEEK 27 DAY 1 & DAY 2
Activity 1
Tell the students to use information given in the box and write a paragraph about what people living in Ethiopia have in
common. Ask them to show it to their classmate and try to receive comments. Let them use the comments and write the
paragraph again and show it to their teacher. Tell them that the paragraph is begun for them.
Ethiopians are from over 80 ethnic groups. Yet, there are a lot they share in common. They are known for respecting one another. They
respect and support elderly people. They are heroes when it comes to self defense. They cooperate to fight against their common
enemies. Ethiopians enjoy unity in diversity. Both the communalities and the differences should be recognized and appreciated.
UNIT 10 WOODWORK 18 Periods
UNIT OBJECTIVES

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At the end of this unit, learners will be able to:
Listen to a short paragraph about Wood Technology and reflect on it.
Talk about Wood Technology and related issues.
Participate in dialogue (social expressions).
Infer the main idea of the given text.
Read the passage about waste disposal and answer questions related to it.
Guess the meanings of words written in bold in the passage.
Express progressive events using present continuous tense.
Write short and simple sentences.

SECTION ONE: LISTENING (80 Minutes)
WEEK 27 DAY 3 & DAY 4
WOOD TECHNOLOGY
Activity 1
Ask the students to think of answers to the pre-listening questions before they listen to the text entitled ‘Wood
Technology’.
Answers:
1.Ask the students to look at the given pictures and notice what they are made up of.
2.They cannot be hand-made, but machine-made.

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3.They may not know the technology, but they can be sure that technological intervention is made.

LISTENING TEXT

Wood Technology
Wood is a major source of our shelter. Much of house and office furniture
we use is also from wood. Technology has contributed a lot to our production
of quality wood products. Currently, advanced machine operations for
furniture construction and cabinet-making are introduced. Producers
conceptualize solutions to various problems, then design and build a
final product. Quality chairs, tables, beds, buffets, TV stands, etc we see
and enjoy these days are results of wood technology. Attractive wooden
doors and shelves we see are also results of wood technology. In the
previous years, wood products were ample but not attractive as they
are today. Mystery of the change lies not in the wood type but in the
technology applied.
SECTION TWO: SPEAKING (80 Minutes)
WEEK 27 DAY 5 & WEEK 28 DAY 1
Importance of Wood

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Activity 2
Ask the students to answer the given questions while they listen to a text on Wood Technology.
Answers:
1.True 2. False 3.True 4.Because of the technology used to produce them
5. Technology is the application of scientific knowledge for practical purposes,
especially in industry.
.
Activity 3
Ask the students to be in small groups and answer the given questions. Tell them to report their answers to the whole class.
Answers:
1.The answer will vary
2.Again varying answers are expected.
3.Answers vary.
4.Answers vary.
5.Technology simplifies work and also adds to quality of woodworks.
READING FLUENCY
Activity 4
Ask the students to listen to you carefully while you fluently read the text to them and then tell them to read it the same
way.
SECTION THREE: READING (160 Minutes)
WEEK 28 DAY2, DAY 3, DAY4 & DAY 5

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IMPORTANCE OF WOOD
Activity 1
Ask the students to discuss the given questions in small groups and report their answers to the whole class.
Answers:
1.For lumber that an be used for various purposes.
2.For firewood.
3.Varying answers
4.Varying answers are expected.
5.Wood can be used for building our shelter, for furniture, for firewood.

Activity 2
Ask the students to answer the given questions in small groups.
Answers:
1.A) for cutting B) for splitting C) for splitting D) for transporting
E) splitting F) drilling
2.There are machines to run every work.
3.Yes, the simplify work and add to quality
4.It is application of knowledge in practical activities.
Section Three: Reading (120 Minutes)

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WEEK 30 DAY4, DAY 5 & WEEK 31 DAY 1
Activity 1
Ask the students to try to answer the given questions before they read a text on Woodwork.
Answers:
1.Carpenter is woodworker.
2.The answer is conditional
3.They do woodworks
4.Dependent answer
Activity 2
Ask the students to answer the given questions while they read the given reading text.
Answers:
1.It refers to items made from wood
2.Wooden chairs, tables, desks, benches.
3.True
4.Technology/ use of machines and qualified woodworkers
5.It simplifies work, adds quality to woodwork.
6.True
Activity 3
Ask the students to answer the given questions in small groups and report their answers to you
Answers:
1.Axes and saws
2.It dependes
3.When sharp objects are used.

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4.Blacksmiths sharpen
5.Woodwork machines make dealing with wood easier and improve quality of
woodworks.
Activity 4
Ask the students to match each word under Column A to its synonym given under Column B.
Answers:
1.c 2.d 3.e 4.b 5.a
SECTION FOUR: VOCABULARY (80 Minutes)
WEEK 31 DAY 2, & DAY 3)
Activity 1
Ask the students to use the given words in their right blank space in the given sentences.
Answers:
1.Wood 2.boxes 3.beds 4.chairs 5.tables 6.saw 7.sharpen 8.wooden
9.simplifying 10.smoothen
Activity 2
Ask the students to answer the given questions in pairs.
Answers:
1.Check if your students are familiar with the given words representing wood products
2.Select some of the words and dictate them to the students so that they are able to
spell them correctly.

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SECTION FIVE: GRAMMAR (160 Minutes)
WEEK 31 DAY 4, DAY 5 & WEEK 32 DAY1 & DAY 2
Present Continuous Tense and Simple Past Tense
A)Present Continuous Tense
Activity 1
Ask the students to look at each of the given pictures and write down what is going on in each. Tell them to do in pairs.
Answers:
1.Eg. The man is cutting a tree.
2.The man is splitting a log.
3.The man is drilling into a lumber.
4.The man is smoothening a lumber.
5.The man is cutting a lumber.
Activity 2
Ask the students to match each sentence beginning given under Column A to its ending given under Column B
Answers:
1.B. 2.a 3.e 4.f 5.d 6.c
Activity 3
Ask the students to choose the best answer from the given alternatives to answer questions that follow.
Answers:
1.B 2. B 3. A 4.B 5.A 6.A 7.B

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Activity 4
Ask the students to complete the given sentences using the present continuous tense form of the verb given in the brackets.
Answers:
1.is preparing 2.am learning 3. are playing 4.are waiting
5. is raining 6.are singing 7.are going 8. is doing
B)Simple Past Tense
Activity 5
Ask the students to choose the best answer from the given alternatives to answer the given questions.
Answers:
1.A 2.C 3.A 4.B 5.B 6.A 7.C
Activity 6
Ask the students to change each of the given sentences into its question form.
Answers:
1.In whih grade were you last year?
2.Where was he last year?
3.How old were you by then?
4.Who was your friend last year?
5.What was his father?
Section Six: Writing (120 Minutes)
WEEK 32 DAY 3, DAY 4 & DAY 5

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Activity 1
Ask the students to be in small groups and answer the given questions in written forms.
Answers:
1.The answer varies
2.The answer varies
3.The answer varies
4.Technology helps us to cut, split, fix, smoothen and make quality woodworks.
Activity 2
Ask your students to order the given jumbled sentences into a paragraph. Tell them to order the sentences using the
letters of the sentences and then put them in a paragraph form.
Right Order: f, a, b, c, e, g, d.
When put into a paragraph
Wood is used for various purposes in our life. In the first place, it is used for shelter making particularly in rural areas. The major part of
our house is obviously wood. In the second place, wood is used for house furniture. Chairs, stools, tables, beds, shelves, cupboards etc
we use in our house are primarily wooden ones. School furniture such as desks, blackboards, notice boards, etc are also wooden
products.



Grade 4 English Language Syllabus

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Unit One: People and their work (20periods)
Learning outcomes:
At the end of this unit, learners will be able to:
Listentoapassageandcompleteinformationaccordingly.
Explainwhatpeopledoin theirhomeand workplace.
Givecontextual meaningforthenewwordsin the text.
Locatethe rightplaceof thingsusingprepositions.
Comprehend the main ideain thereadingtext.
Completesentences/textusingthecorrectwords
Writeshortandsimplesentences aboutpeopleandtheirwork.
Describehowonecangetaplace

124. 124|Page
Competencies LanguageItems/ContentLearningStrategies&Resources Assessment
-Listentosomeone‘sspeecha
ndreactaccordingly.
-Listentoinstructionsandrea
ctaccordingly
-Listenandrespond
topersonalquestions.
-Listentoatextandanswerco
mprehensionquestions
Listening:
Listeningto thetext
Jobs
Listening
activities(pre-,
while-, andpost-)
Inferringnewwords;
listeningforgist and
specificinformation
Listenin
gcomprehensio
n
listening
andspeaking
Dictation;
Fluency
andpronunciation
Questioningand
answering
-Pre-listeningactivities
Students look at the title of a listening text
andpredict whatthetextwillbeabout.
Students listen to a text and
answercomprehensionquestions.
Studentscanexpresstheirambition:Eg.
Whatdoyouwanttobe?
Iwant to bea…
Whydoyouwanttobea….?Do
you wantto bea…?
Yes
-While-listeningactivities
Students listen to a text and respond
tocomprehensionquestions.
Students answer questions while listening
thetext.
-Post-listeningactivities
Ask students questions that enable them
tocomprehend the message of the text or to
sumup the main ideaof thetext
-BackgroundKnowle
dge Probe:Short,
simplequestionnaires
prepared by
theteacher for use at
thebeginning of a
newlesson or at the
startof new units
ortopics; can also
serveasa pretest
-Pro and Con
Grid:Students
listpros/cons,costs/be
nefits,advantages/dis
advantages of the
issue,question, or
value ofthe
listeningtext
-
-
Oral/auralactivitiest
o check
studentsperformanc
e inlocatingplaces

125. 125|Page
-ListentodescriptionsSpeaking: -Studentsworkinpairsandtaketurnstalkingaboutwha
t people are doingindifferentpictures
-Students interview each other and describe
theirfriendstootherstudents
-Createaconversationsituationrelatedtotheinte
ndedlesson.
St. A. Good
morningSt.B.Goodm
orning
St.A.Wheredoyoulive?
St.B.Ilivein…
St.A.Canyoutell mewherethe schoolis?
St. B. The school is next to/opposite /
behind/infront of/ at the/ near to…
-Questionandanswerstocompletethemissinginf
ormation.E.g.
A.Whatis yourname?
B.MyNameis……
A….
-Checkifstudentsarea
ble to
showdirections
using
theprepositions
(nextto/opposite /
behind/in front of/ at
the/nearto…
-Checkandgivefeed
back on theirwork
whilecomprehendi
ngthereadingpassa
ge.
-Observes and
recordif students
cancompletethereadi
ng
aboutpeople,objects,
activities,animalsand Talkingaboutthe
placesandanswer
questions/matchpicture/
main topic
(Directionsand
-Listentodialogues/short places)
passagesandstoriesand
filltables/forms, match
Conversation/
pictures,answerquestions dialogue
-Askwherepeopleliveand
what theydo
Questioning,
-Askforandgive answeringand
information
-Askforandgivebasic
responding;
directionsofplaces. Fluencyand
-usesocialexpressions
pronunciation
Correctly
-
Predictwhatapassagewillb
eaboutfromtheillustration(
s)or thetitle
-Listentoinstructionsandrea
ctaccordingly
-Listenandrespondtopersona
lquestions
-Readandarrangeshortsenten
cesabouteverydayactivitiesi
nalogical order
Reading:
Reading
Text(Peopleandt
heirWork)
Comprehension
Fluency
Readingforgistands
pecificinformation
-Pre-readingactivity
Studentslookatapictureandpredictwhatthe
text willbeabout.
Studentslookatthetitleofatextandpredict
whatthetextwillbeabout
Studentsreadpartsofatext andask
themselvesquestionaboutwhyorhowthings
happeninthemanner theydo.
Studentsreadtextsandanswer
comprehensionquestions
Providesomeintroductoryquestions orpictures
relatedtothereadingpassage(Peopleandtheir
work).Theseactivities can bedoneindividually

126. 126|Page
orin pair.
-While-readingactivity
Give while reading questions which enable
thestudentsfindthenecessaryinformationfromthe
passage.
Post-readingactivity
Providepostreadingquestionsthatenablestu
dents to tell the general concept
/components/parts ofthepassage.
Askstudentstocompletediagram/
tablereferringfromthepassage
activities
-Word
Journal:Involves a 2
partresponse; 1st
thestudent
summarizesthe
given text in
asinglewordand2ndt
he student writes
ashort
paragraphexplainin
g the wordchoice
-
-Checkandgivefeedbac
k for students‘work
-Blend the sounds on
theleft with the sounds on
theright
-Completesimpleandshorts
entencesusingappropriate
words.
-Completeatextaboutpeopl
eand theirwork.
-write the correct
spellingofabout50learned
words
-Vocabulary
Contextualdefini
tionofnewwords;
Topicrelatedwords;
Segmenting
andblendingwo
rds
-studentsusetopicrelatedvocabularieslike:cashier,car
penter, farmer, doctor, teacher,
electrician,cleaner,painter, policeman, soldier,etc
-Students infer the meanings of new words as
usedinthegiven passage.
Students complete an incomplete paragraph
usinggivenlist of words.
Thestudentsshouldwritesomewordsthatbeginwit
h given initial letters and let them
writesentencesusingthe words.Like:br-andcl-
Shecleanswith abroom.
-
-Explain usual practices
ofpeople.
-Explain continuous
activities
usingprogressiveverbs.
-
-Askforandtell
thequantityof things
Grammar
Definite
an
dIndefiniteArticle
s
a,an,the
-Definiteand IndefiniteArticles
In English there are three articles: a, an, and
the.Definitearticle
th
e(beforeasingularorpluralnoun)Indefinitearti
cle
a(beforeasingularnoun
beginningwithaconsonantsound)
a
n(beforeasingularnounbeginningwithavowe
lsound)

127. 127|Page
Therearecertain situationsinwhich anoun

128. 128|Page
PresentSimple
What peopledo;

Whatpeopleare(t
eacher,
driver,etc)
Presentcontinuous
tense:
Whatpeopleared
oingnow
Quantifiers
Many,one,much,
all,any,both,s
ome
takesnoarticle.
Usethesimplepresenttensetotalkaboutourcurr
entjob.
-Order students to write short sentences about
one‘sown/familymember‘sjob.
UseVerbtobe:am/is/are
Verbtodo:do/does
Example:Iamateacher. Heisanengineer.
-Students complete guided paragraph using
verbs(includingdoes/do)andreaditfortheircolleague
s.
-Ask students what they do at
theirhome/school/workplace,…
e.g.:
IpracticespeakingEnglish.
Hecleans theroom.
Theygotooffice.
Howdopeople goto…
Shealwaysgoestoschool ,
bycar/bus/train/plane/air/bicycle
onfoot/horseback
-Present
continuoustense
:Iamwaiting….You/they/wearewaiting……He/she
/itiswaiting
……
Weusethepresentcontinuoustensetotalkaboutthings
happeningnow
-Give students pictures of objects (countable
anduncountable) and explain the objects
usingmany,one, much,all,any,both,andsome
-Give class
work,homework
andprovideconstruct
ivefeedback.

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-write short
sentencesaboutpersonaldet
ails,objects,places,animals
- Complete a text about
Writing
Paragraphcompletion
Punctuation
-Studentscompleteanddevelopparagraph.Like:
Completingaguidedparagraph,
Describing activities from pictures with
shortsentences(usingverbsasfrequent or

130. 130|Page
peopleand theirwork.
-Take dictation of
words,phrasesandshortse
ntences
continuousactivity).E.g.shecocksfood.
Students write short sentences about what
theywantto bewhen theygrow up. (Like:
Iwanttobe ateacher.
English language is my favorite
subject.Ilike toteach English language.
Studentswritesentencesaboutfamily
members’jobsunder agiven familytree.
Unit 2:Rainy Seasons (20periods)
Learningoutcomes:
At the end of this unit, learners will be able to:
Listentoa shortparagraph aboutrainyseasonsandreflect.
Usecommonexpressions forfarmingactivities.
Inferthemainideaofa given text.
Readpassage aboutrainyseasonsandanswerquestionsrelatedtoit.
Guessthemeaningsofboldwordsinthepassage.
Expressdailyactivities ofpeople athomeandaround.
Pronouncewords correctly.
Writeshortandsimplesentences.
Competencies Languag
eItems/
Content
LearningStrategies&Resources Assessment

131. 131|Page
-Listentosomeone‘sspeechandre
act accordingly.
-Listentoinstructionsandreactac
cordingly
-Listenandrespondtopersonalqu
estions
-Askwherepeopleliveandwhat
theydo
-takedictationofwords,
Listening:
Listeningto
thetext
Activitie
sinthera
inyseaso
ns
Inferring
newwords in
thelisteningte
xt;
listeningfor
gist
andspecific
-Pre-listeningactivities
-Students listen to the text and complete
atable
Tellstudentsdiscussthequestionsbeforelist
ening.
Provide students some questions that
enablethemtorelatetheirexperiencetothecontent
ofthe text. e.g.
Whatdo peopledo in therainyseasons?
Whatkindsofclothesdoyouwearduringrain
yseasons?
-While-listeningactivities
givestudentssomeengagingactivities;suchas:
takenotesabout…asyoulisten,
Answerthequestions whilelisteningyour
-Use peer and/ or
selfassessmentmetho
dstocheckifstudentsc
ompletethepre-,while
-,andpost-
listeningactivities.
-Concept
Maps:Students draw
ordiagram the
mentalconnections
theymake between
themajor concept
(rainyseasons)and
other

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concepts
(people‘sactivityd
uringthistime)
they havelearned
-OralPresentations
-Invented(imaginary)
Dialogues:Studentss
ynthesize
thei
rknowledgeofissues,
personalities,
andhistorical
period
sintotheformofacare
fully
structure
dillustrativeconversa
tion.
-Observation
andfeedback
-Oralquestions
-Observeandcheckst
udents‘Individual/
pair/group work
phrasesandshortsentences information
Listenin
gcomprehensi
on
listeningand
speaking;
Questioninga
ndanswering
Dictation
teacherreadingthe text.
-Post-listeningactivities
Ask students questions that enable them
tocomprehend the message of the text or to sum
upthemain ideaof thetext
-Listen to descriptions
aboutpeople, objects,
activities,animalsandplacesan
danswerquestions/matchpictur
e/
-Talk about feelings
andcondition in the rainy
seasons(It is cold, foggy,
cloudy,rainy,etc)
-Expressactivitiesofpeopleatho
meand inthesurrounding
-Listen to dialogues/
shortpassages and stories
and filltables/forms, match
pictures,answerquestions
-Askforpermission
-Makerequest.
-Greeteachotherandintroduceth
emselves usingappropriate
socialexpressions
Speaking
Conversationoft
wostudents in
―Question and
Answer usingt
‖
opic
relatedcontext(
weather/cold/h
ot/)
Asking
permissionusing
‗can‘
-Dialogue(questionandanswer);
Creatingconversationsituationrelatedtotheint
endedlesson.
St.A. Hi!B?
St. B. Hi A. How are you?
St.A.Iam fine;andyou?
St.B.yah! Iamfine.ButIfeelcold.
St. A. Of course, I feel cold, too. But,
Ialwayswearathickjacket likethis.
St. B. … (complete it or create
anotherconversationusing simple
present inexpressing home and
surroundingactivitiesconsideringtherain
yseasons)
-Students ask for requests or permission and
makedialogues using ‗can…‘ for permission
andrequestsandactthemoutinfrontofgroupsorthecl
ass.

133. 133|Page
-Predictwhatapassagewillb
eabout from the
illustration(s)orthe title
-Read passage and tell the
mainidea.
-Readwords,phrasesa
ndsentences
-read and arrange
shortsentences about
everydayactivitiesinal
ogicalorder
-Read short paragraphs
andsentences and retell
the maindetails
Reading:
Readingtext
„RainySeasons
‟
Comprehensio
n
Fluency
Question
andanswe
r
-Pre-readingactivity
Providesomeintroductoryquestionsrelatedtothe reading
passage (Rainy Seasons). Theseactivitiescan
bedoneindividuallyor inpair.
-While-readingactivity
Give while reading questions which enable
thestudentstofindthenecessaryinformationfromthepassage.
Students read an imaginary weather forecastaccompanied by
pictures silently as the
teacherreadsitaloud;thenstudentspointtothepictures
-Post-readingactivity
Providepostreadingquestionsthatenablestudents to
tell the general concept
/components/partsofthepassage.
Students read a passage silently and
checktheiranswerswiththefacts inthe text
-Record
students‘performance
-Listentotheirspeakingpra
cticeandgivefeedback.
-Checkandgivefeedback
forstudents‘work
-
Inferthemeaningsofwords
inthe readingpassage.
-Readtextsfluently.
-Vocabulary
Contextuald
efinition
ofnewwords
;
Topicrelated
words;
Segmenting
and
blending
words
Studentsusetopicrelatedwordslikefoggy,sunny, rainy,
dry, summer, winter, season,month,rain, etc.
Studentscompletediagram/tablereferringfromthe passage;
find boldly written words andconstructsentences
withthem.
Studentscanblendandsegmentwordsandwritethemin their
exercise book.
Tellstudentstoreadatextloudandhelp/guidethemforfluency.
Students match the descriptions with
thewords/phrasesonthe right.Like:
Itiscloudyandcold… (rainyseason)

134. 134|Page
-
Formquestionsusing‗
Wh-‘words.
-Constructcomplete
simplesentences.
-Askforpermission
-Makerequest.
-Grammar
wh-
questio
nwords(whe
n,where,
what,how,
who,why)
Pronoun(we,
he, she,
they,them,
her,him).
PresentSimple
PresentCon
tinuous
Possession
Whose(o
bject)isth
at?
it‘s
mine/
m
ymother‘s/
hers/ his
Teacher provides students examples
ofactivities(in questions and statements) that
people practiceathomeand inthesurrounding;
such as:
Whatdoyoudoin thekitchen?
Wheredoyou cook?
Wheredoyouwash?
Wheredoyousleep?
-Thestudents couldsay:
Isleepathome.
Shecocksfood.
Myfatherwaterin thegarden.
Myfamilyharvestcrops.
SimplePresent(Verbtobe)It‘ssunny.=Itissunn
y.
PresentContinuous(is/am/
are+verb)It‘sraining.=Itis raining.
predictionsbasedonthe presentsituations
begoingto(am/is/are goingto...) will be…
will be and be going to are
usedinterchangeably.
Teacher teaches ‗whose (object) is
that?‘.Students use the pictures to ask and
answerquestionsusing‗whose‘.
Students practise ‗whose‘ by asking
questionsaboutobjectsinthehouse/roomanduseta
bleto
listthenames ofobjects
-Giveclasswork,home
work
an
dprovideconstructive
feedback.
-Annotated(commend
able)Portfolios:
Studentsassemble
a
verylimitednumber
ofactivities
for
theircreative
work
andsupplement
them
with clear
commentary.

writeaparagraphofupt
o5short sentences on
everydaytopicsandde
scriptions
Writing
Writing
shortsentenc
e
Guided activity
Reading
-Students should gather information
aboutsomeone‘s or their own daily routine
activitiesandwrite short sentences.
-Letstudents‘completeguidedparagraphandreaditfo
rtheircolleagues.

135. 135|Page
Complete sentences
by
filinginthemissingwor
ds.
Punctuation

136. 136|Page
Unit3: Safety Drive (20periods)
Learningoutcomes:
Attheend ofthisunit, learners willbeableto:
Listentoashort paragraphaboutsafetydriveandreflect.
Talkabout safetydriveand itsimportanceforthewellbeingofacommunity.
Usecommonexpressionsofsuggestionsandrecommendations
Uselikes anddislikes (preferXto Y)in their dailyinvolvement.
Inferthemainideaofa given text.
Readpassage aboutsafetydrive andanswerquestionsrelatedtoit.
Guessthemeaningsofboldwordsinthepassage.
Giveandreceiveinstructions.
Expressactivitiesthatpeopledofrequently.
Useregularandirregularpluralsfortheirdailyactivity.
Expresswhat students areable to do orunabletodo.
Usedefiniteandindefinitearticles.
Writeshortandsimplesentences.
Competencies Language
Items/Content
LearningStrategies&Resources Assessment

137. 137|Page
-Listentosomeone‘sspeechandre
act accordingly.
-TalkaboutCrossinghighways
andrelated activities.
-Listentoinstructionsandreactac
cordingly
Listening
-Listeningtothet
ext
„Crossin
ghighways
‟
-Inferring
newwords;
-listeningforgist
andspecific
-Pre-listeningactivities
Looking at the title of the listening text,
studentscould predict the main idea of the text
and sharetheirpredictions with thewholeclass.
Provide some questions that enable them to
relatetheirexperienceto thecontent ofthetext. e.g.
Is thereanyhighwayon the waytoyour school?
Ifyes,howdoyoucrossit?
What do you recommend people to cross a
busyroad?
-Usepeerand/
orassessmentmet
hods
t
ocheckifstudents
complete
thepre-,while-,an
dpost-
listenin
gactivities.
-Dictations:
wit
hthisactivity,the

138. 138|Page
-Listenandrespondtopersonal
information
-Listenin
gcomprehensio
n
-Dictation;
-Fluency
an
dpronunciation
-Questioning
andanswering
-While-listeningactivities
Listentothelisteningtext astheteacherreads.
Checkifthestudents‘predictionsarecorrect.
Ask some more questions which assist students
tounderstandthemessageofthetextinthemeantime.
Studentsshouldcomparetheiranswers
-Post-listeningactivities
In small groups, students need to discuss the post-
listeningquestions.
Ask students questions that enable them
tocomprehendthemessage ofthetextortosumup
themain ideaof thetext.
teacher can
easilyevaluatestud
entslisteningskillb
yselectingcoupleo
f words and
thencallingthewor
dsonebyoneandrep
eatingthewords.
-Teacher
shoulduseoral
reflection
t
ocheckifstudents
complete
thewhile-
andpostlistening
activities
-Back-to-
backInterviews/
discussion:
withthis
activity,
theteacher has
theopportunityt
oevaluate
twostudents at
thesametime.
-Observeandche
cktheirwork
-Use‗HumanTa
bleauorClass
questions
-Askwherepeopleliveand
what theydo
-ListentodescriptionsaboutSpeaking:
Questions
andanswers in
adialogue
onpeople‘sexp
erienceinahigh
way
should/
shouldn‘t;
‗can/can‘t‘
Excuseme
Please
canI….?
-Letstudentslook atthe given picturewitha partner.Ask
people,objects,activities, andanswer questions about whatpeoplearedoingin the
animalsandplaces andanswer picture(people sexperienceinahighway).
‟
questions/matchpicture/ -Createconversationsituationrelatedto theintended
lesson.
-Listen to dialogues/
shortpassages and stories
and filltables/forms, match
pictures,answerquestions
St. A. Hi! How are you?
St.B.Iamfineand You?
St.A.MayIasksomequestions?
St.B. About what?
St.A.Iwantyour adviceincrossingthe highway
onthe waytoour village/ school?
St.B.Oh!Howwonderfulyouare!
St.A….(Completeusing„should/shouldn t‟ ‟)
Weuseshould/shouldn‘tforgivingadvicetodo
somethingor not to do it.
Weusecanandcan t
‟
totalkaboutwhatwecanand
can t
‟
do(generalability)
studentsexpresstheirabilityandinabilityusing„can/
can t
‟ ‟
Studentsuse‗Excuseme…‘toexpressideaspolitely.

139. 139|Page
(E.g.Excuseme,teacher. May/canI…?)
Studentspracticesayingwords/sentencesorallyafterthe
teacher (e.g. re-reading the listening passage
aftertheteacher does).
Modeling:‘Stud
entstransform
andapplytheir
learninginto
-Reading:
Readingtex
t:
SafetyDriv
e
ReadingCo
mprehensio
n
Fluency
Questionand
answer
Readingforgist
andspecific
information
-Pre-readingactivity
Create a picture related to the context of
thepassage(SafetyDrive)andletstudentspredict
doing
byphysicallymo
deling a
process
o
rrepresentingan
image(E.g.makin
g
a
modelroadinthecla
ssroom
anddemonstrate
howpeople
shoul
dmanagecrossinga
busyroad).
-Observes
andrecordif
studentscan
whatishappening.
Studentsreadatextandanswerquestions
-Predict what a passage will
beabout from the
illustration(s)orthe title
-While-readingactivity
Readthe
textsilentlyandanswerthequestionsthatfollow.
Give while reading questions which enable
thestudentstofindthenecessaryinformationfromthe
-Readpassage and tell the passage.
mainidea.
-Readsentences
abou
tpicturesandputthepictures
-Post-readingactivity
In pairs discusssafety drive and provide
postreadingquestionsthatenablestudentstotellthe
inthecorrectsequence general concept/components/partsofthepassage.
-Vocabulary
Contextuald
efinition
ofnewwords
;
Topicrelated
words;
-Studentsusetopicrelatedwordslikedrive,safety,
traffic,policeman,road,accident,cross,highway,walk,
speed,careful,etc.
-Teacherrecyclesthematicwords andstudentsmatch
wordswiththeirsynonymsanddefinitions.
-studentscomplete atextbyfillingintheblank spaces
withthecorrectwords(Clozevocabularyactivity)
-Askstudentstocomplete diagram/tablereferringfrom
-Inferthemeaningsofwords thepassage;
fromthereadingpassage. -Selectthenew andboldlywrittenwordsinthereading
-Match words with passageandusethe wordsto constructsentences

140. 140|Page
complete
thereadin
gactivities
-Checkandgive
descriptions -Teachercantellstudentstomatchthewordsfrom
ColumnAwith theiropposites incolumnB; Writethe

141. 141|Page
matchingwords in theirexercise book and Write feedbackfor
sentencesintheir exercisebook usingthe wordsinstudents‘work
ColumnA.
-Observeand
Checkstudents
iftheyareable
toperformthe
instructionand
givethe right
response
i
nphysicalactivit
ies
-
Giveclasswork,h
omework
an
dprovideconstru
ctivefeedback.
-
Expressone‘sownorpeople‘sa
ctivitydonefrequently.
-Grammar
SimplePresen
tTense
Regular/
irregular
plurals
Likes
anddislik
es
e.g.wouldlike/‗dlike
-Students express about events happening
frequently;suchas:
Ialways wash myhands.
Weusuallygo toschool.
Sheoftengoestomarket.
Askstudentswhattheyfrequentlydo andtheteacherneedto
assist themwhilepracticing.
-Teacher provides the students with examples
ofsentencescreatedwith(Regular/irregularplurals)and
give emphasisforarticles (a/an/the)
-Expresstheirpreferences
-Formsmallgroups(3to4studentstogether)andlet
themdiscuss activitiesand finallyproduce3to 5
sentences eachusing(Regular/irregularplurals)and
giveemphasisforarticles(a/an/the).
-Teacherteachesthe studentstomaketheirpreference
-Ask and answer about what
theywant,do notwantto do
-Express what they regularly
doand whattheylike and
usingLike/ don‘tlike /preferXtoY.
-Teacher talks about what he/she likes and
studentspointtothese items inpictures.
-Studentsaskandanswer questionsaboutthetype of

142. 142|Page
dislike.
meansoftransporttheywanttotravelin.
-Studentscomparepreferenceswith‗too‘and‗either‘.
Onestudentsays‗Ilikemule/horse/Bajaj/Taxi

143. 143|Page
-Specifyquantities
usingnumbersand/ or units.
-Give
andfollowinstructionstocomp
leteactions.
-Givepositiveand
negativecommands
Prefer…to…
-
Specifying
quantity
e.g. two cokes,
threecakes
Instructio
n(Imperative
s)
(minibus)/bus/),etc.
-Studentstalkaboutthetypeoftransporttheyuseintheir
own certain days.
-Looking at a given picture of a traffic
movement,studentscanmakedialoguewiththeguida
nceandfacilitationofthe teacher.
-studentsdescribethe pictures.
Example
StudentA:Whatarethe studentsdoing?
StudentB:Theyareplayingfootballonthesideofthemainroad.
StudentA:…..
-Specifyquantitiesto count
ormeasurethingsusingnumbersorunits(revisionfromt
hepreviousunit)
-Teacher can teach instructions using movement
verbsbyintroducingagame wheres/hegives
instructionforstudentsto follow. E.g.
Touch yourhead,
Raiseyourarm,
Bendyourleg,
Andalsotheteacher couldsay
Don‘ttouchyourhead (anyone
whodoesitwillbeoutofthe
game)andletstudentsplaythe gameingroup
-Teachergivesinstruction usingimperatives and
‗should‘andstudentsrespondphysically.
-Read sentences about
picturesandputthepicturesinthe
correctsequence
-Writeacompleteparagraphusin
gguidance.
Writing
Writing
shortsentenc
e
Guided activity
Punctuation
-Students should be provided class work/ home work
tocompletea guided paragraph.
Students look at the picture of people in the
middleandaroundthe highwayand createsentences
aboutwhatthepeoplearedoing?E.g.

144. 144|Page
Apersonstandson theroadside.
Amanand awomanaretalkingtogether.
Threestudents…

145. 145|Page
Unit 4:Soil (20periods)
Learningoutcomes:
Attheend ofthisunit, learners willbeableto:
Listentoashort paragraphaboutthetypesand importanceof soilandreflect.
Talkabout typesandimportanceof soil.
Participateindialogue(socialexpressions).
Inferthemain ideaof thetext.
Readapassageaboutthe type andimportanceofsoilandanswerquestionsrelatedtoit.
Guessthemeaningsof boldlywrittenwords inthepassage.
Useprepositionsinsentences.
Pronouncewordsandphrasesfluently.
Usecontractedformsof wordsinsentence.
Writeshortandsimplesentences.
Competencies LanguageItems/Content LearningStrategies&Resources Assessment

146. 146|Page
-Listentosomeone‘sspeechandre
act accordingly.
-Listentoinstructionsandreactac
cordingly
-Listenandrespondtopersonalqu
estions
-Askwherepeopleliveandwhat
theydo
-Comprehendthecontentofa
Listening
-Listeningto thetext
„SoilProtection‟
-Inferringnew words ;
-listeningforgistands
pecificinformation
-Listenin
gcomprehensio
n
-Dictation;
-Fluency
andpronunciation
-Questioning and
answering
-Pre-listeningactivities
Studentslistentoastoryandanswerqu
estions
Student
sworkinsmallgroupsandtalkaboutsoil.e
.g.
Types andimportanceofsoil.
Howdopeopleprotectsoilerosion?
Inferthemeaningofnew words.
-While-listeningactivities
Students copy a given table into
theirexercisebook.Completethetablewhi
letheirteacher reads.
The teacher reads the passage
andstudentscancompletewhile-
listeningthe
-Use peer and/or
selfassessmentmetho
dstocheckifstudentsc
ompletethepre-,while
-,andpost-
listeningactivities.
-ClassroomOpinionP
olls (survey):
Studentsindicatedegr
ee of agreementor
disagreement
withastatement

147. 147|Page
giventext. text.
-Post-listeningactivities
Studentscantellthegeneralconceptofthel
isteningpassage.
-Useoralreflectionupo
n the
completionofthe
activities
-Observe and
checktheirwork
-Observeandgivefeed
back
whe
nstudentscompleteth
ereadingactivities
-Participateina
dialogueactively.
-Listen to descriptions
aboutpeople, objects,
activities,animalsandplacesan
danswerquestions/matchpictur
e/
-Listen to dialogues/
shortpassages and stories
and filltables/forms, match
pictures,answerquestions
Speaking:
Questions
andanswers in
adialogue:On
soi
lpollution/importance
/protection
Listening
andrespondingt
o…
-The teacher produces a conversation
aboutthe importance/ pollution/protection
of soiland let twostudents read it.E.g.
A.Goodafternoon,myfriend?
B.Goodafternoon.
A.Howareyou,friend?
B.Iamfineandyou?
A.Iamalso fine.Whydoyou lookworried?
B.Youareright.Iamsomewhatworriedabo
utsoil pollution.
A.Oh, yes! Soil pollution is one of
thebiggest problems in our area. It is
beingpolluted daybyday.
B.Youareabsolutelyright.Thispollutedsoi
lcauses much harm tous.
A.Exactly!Butwhatare
youthinkingaboutitsconsequences?
B.….
Students can practice with own time and
inpairs.
-Predict what a passage will
beabout from the
illustration(s)orthe title
-Readpassageandtellthemainid
ea.
-Comprehend the content of
agiventext.
-Readwordsandsentencesfluen
tly.
-Reading:Soil
Readin
gComprehensio
n
Fluency
Questionandanswer
Readingforgistand
-Pre-readingactivity
Providesomeintroductoryquestionsrelatedto
the reading passage (Soil).
Theseactivitiescanbedoneindividuallyorinpa
ir.
-While-readingactivity
Give while reading questions which
enablethe studentsto find thenecessary
informationfromthepassage.

148. 148|Page
specificinformation-Post-readingactivity
Providepostreadingquestionsthatenablestu
dentsto tellthegeneral concept
/components/partsofthe passage.
Ask students to complete
diagram/tablereferring from the passage;
find
boldlywrittenwordsandconstructsentences
with
them.
-
-Inferthemeaningsofwordsina
readingpassage.
-Vocabulary
Contextual
definitionofnew
words;
Topicrelatedwords;
Students use topic related words like
soil,plant, tree, stone, pollution,
protection,conservation,etc.
Teacher recycles thematic words
andstudentsconstructsentenceswiththeword
s
Studentsmatchwordswiththeirdefinitions
Listen to the teacher while reading
storywithfluency.Then,repeatthepartsafterth
eteacher.
Selectthenewandboldlywrittenwordsinther
eadingpassageanduse thewordsto
constructsentences

149. 149|Page
Giveclasswork,home
work
an
dprovideconstructive
feedback.
-Expresstheirideausingdifferent
forms of
sentences(interrogativeandne
gativeforms).
-Grammar
Prepositions
at, by, in,
into,of, off,
on, out(of), to,
under,with
Contractedformsof
-Prepositionsandadverbs:
Fill in the gaps of sentences from the given list.
(at, by, in, into, of, off, on, out (of), to,
under,with)E.g.
I'mgoingto Bath .. . Monday.. .Tom.
Wouldyouliketocome... us?
Areyougoing...bus?
No,we're going...Dawit'scar.
E.g.Negativesentences withcontractedforms.
Isityourbedroom?
No,itisn‘t.
Itdoesn‘thaveatelevision

150. 150|Page
sentences
Using‗Wh-
‘questions
when,
where,what,how
,who,why
Itdoesn‘thave abath
Iamnot(I‘mnot)working.=I‘mnotworking.
He(she,it)isnot(isn‘t)
working.=He/she/itisn‘tworking.
Wearenot(aren‘t) working.=We
aren‘tworking.
Youarenot(aren‘t)working.=You
aren‘tworking.
Theyarenot (aren‘t) working.
=Theyaren‘tworking.
Write the correct wh- question
words(when,where,what,
how,who,why)and
fillingaps.
-
Rewriteshortstoriesusingpict
uresandguidance.
Writing
Writingshortsentence
Guided activity
Punctuation
Writing a story based on the correct order
ofpictures (e.g. about how people polluting
orusingsoil).
Complete guided paragraph and read it
forcolleagues.

151. 151|Page
Unit 5:Vegetables (20periods)
Learningoutcomes:
Attheend ofthisunit, learners willbeableto:
Listentoashortparagraphaboutthetypesandimportanceofvegetablesandreflect.
Talkabouttypesandimportanceof vegetables.
Participateindialogue(socialexpressions).
Inferthemainideaofa given text.
Readapassageaboutthe type andimportanceof vegetablesand answerquestionsrelatedtoit.
Guessthemeaningsofboldwordsinthepassage.
Askandgiveanswersforquestionsduringconversation.
UseContracted forms ofsentencesinwriting.
Pronouncewords correctly.
Writeshortandsimplesentences.
Competencies Language
Items/Content
LearningStrategies&Resources Assessment
-Listentosomeone‘sspeechandre
act accordingly.
-Listentoinstructionsandreactac
cordingly
-Listenandrespondtopersonalqu
estions
-Askwhat peopleusuallyeat.
Listening
-Listeningto thetext
„Types
an
dimportance
ofvegetables
‟
-Inferringnew words
;
-listeningforgistands
pecificinformation
-Pre-listeningactivities
Provide some questions that enable
themexploretheirimmediateenvironmenta
ndtalk about similar events and make
thecontentofthe text contextual. e.g.
Can you name some types
ofvegetablesgrowninyourarea?‘
Explain some importance
ofvegetables.
-While-listeningactivities
Students listen as the teacher reads a
-Use peer and / or
selfassessmentmethod
stocheckifstudentsco
mpletethepre-,while-,
andpost-
listeningactivities.
-Questionandanswers
-Usedouble-

152. 152|Page
-Listenandcomprehend
alisteningtext.
-Listenin
gcomprehensio
n
-Dictation;
storytitled ―Vegetables.‖
Astheylisten, checkifallof thevegetablesentryJournals:Student
srecordandrespondto

153. 153|Page
significant
passagesoftext
-Useoralreflectionupo
nthecompletionofthe
activities
-Interest/Knowledge/
Skills
Checklists
:Studentscompleteac
hecklistsurveytoindic
ate
theirknowledge, skills
andinterestinvariousc
ontents/lessonsortop
ics
-Oralreflectionandfee
dback
- -Fluency
andpronunciation
-Questioning
andanswering
arethereon the list theywrote.

Addthevegetablesthatarenotonthelist,butar
enamed in thestory.
Copy the table into their exercise
book.Listen to their teacher read the text.
Then,completethetable.
-Post-listeningactivities
Studentscomprehendthemessageofthetex
tor sum up themain ideaof thetext
Give some post-reading activities
whichenablethestudentstorecallandundersta
ndtheconceptofthepassageingeneralandtoin
ferthe meaningofnewwords. E.g.
Work in groups and discuss
themeaningof thesaying, ―Anapple
a
daykeeps thedoctor away.
-Involveinaroleplayandmakeco
nversation
-Listen to descriptions
aboutpeople, objects,
activities,animalsandplacesan
danswerquestions/matchpictur
e/
-Listen to dialogues/
shortpassages and stories
and filltables/forms, match
pictures,answerquestions
Speaking:
-Questions
andanswers in
adialogue:In
aRestaurant
-Creatingconversationsituationrelatedtotheint
endedlesson.
-Read the dialogue silently as the teacher
readsitaloud.
Waiter:Whatwouldyouliketoeat?
Customer:I‘dlikespicymutton stewwith
injera.
Waiter:I‘msorry;wedon‘thavespicy
muttonstew. Wouldyou
likefriedmutton?
Customer: Yes,please.
Waiter:….
-Read the dialogue with a partner. Take
turnsbeing the waiter and customer. Then,
completethe dialogue using the context of the

154. 154|Page
-Work with a partner and write a
similardialogueusingthegiveninformationi
nthebook.Thenact outthewritten dialogue.
-Studentspracticewith owntimeand in pairs.
-Checkandgivefeedbac
k for students‘work
-
Recordandprovidedesc
riptivefeedbackforans
werstothequestions.
-Observe,checkandgiv
efeedbackwhenstuden
ts complete
thereadingactivities
-Predict what a passage will
beabout from the
illustration(s)orthe title
-Readpassageandtellthemainid
ea.
-Readaparagraphfluently.
-Readsentencesaboutpictures
and put the
picturesinthecorrect sequence
-Reading
Comprehension
Fluency
Questionand
answer
Readingforgista
nd
specificinforma
tion
-Pre-readingactivity
Students answer some
introductoryquestions related to the
reading
passage
(HealthyEating).Theseactivitiescanbedo
neindividuallyor in pair.
Workingroups.Taketurnsreadingandsol
vingthe riddle. E.g.
I am green or red, spicy
andhot.
Iaminthe vegetablegroup.
WhatamI?
-While-readingactivity
Givewhilereadingquestionswhichenablethe
students to find the
necessaryinformationfrom thepassage.E.g.
Whatfoodswillhelpustobehea
lthy?
-Post-readingactivity
Providepostreadingquestionsthatenablestu
dents to tell the general concept
/components/parts ofthepassage.
In a group,discussthequestions.E.g.
Whatstaplefoodsdoyoueatinyou
r family?
-Listen as the teacher reads ―Healthy
Eating
‖aloud.Payattentiontotheteacher‘sfluency.Th
en, taketurns fluentlyreadingparts ofit.
-Inferthemeaningsofwordsina-Vocabulary -Students use topic related words like

155. 155|Page
readingpassage. Contextual healthy,eating,vegetables,fruits,disease,preve
nt,etc.

156. 156|Page
- definitionofnew
words;
Topicrelated
words;
-Students complete diagram/table
referringfromthepassage;findboldlywritten
wordsandconstruct sentenceswith them.
-Students use a given Word Bank and
matcheachword withthe
correctpicturebywritingtheword next to the
matchingletter.
-Checkandgivefeedbac
k for students‘work
-GoalRankingandMatc
hing:Studentslistandp
rioritize3to
5thingstheylike/
dislike
-Giveclasswork,home
work
an
dprovideconstructivef
eedback.
-Explain things that they
likeanddislike.
-Constructcompletesimplesent
ences.
-Comparethingsinaccordancet
otheirheight,weight,etc.
-Usecontractedformsof
-Grammar
Ilike…. So doI
Imperative
Comparative
Degree
Put the pictures into two
groups:Vegetables or Fruits. Then,
students
cantalkinthecontextoflikinganddisliking.
Ilike…. So doI
Ilikeit too
Idon‘t likeit either
ButIlikeit.
-Studythedialoguesandcompletethemwiththe
correct form of do or don‘t.
Compareanswerswith apartner.
1.StudentA:Do youlikecabbage?
StudentB: Yes,Ilikeitverymuch.
StudentA:So I.
2.StudentA:Doesyoursister
likeoranges?
StudentB: Shelikes them verymuch.
StudentA:So mysister.
Imperative Use the base form of the
verb(imperative)togiveinstructions
.Example:
mixsaltandwater
Stirthemixturewithaspoon…..

157. 157|Page
- Comparingthings
is tallerthan .

158. 158|Page
wordsand
pronounceaccordingly.
-
Full
an
dContractedfor
m
isshorter than.
-Order students to write sentences
describingcomparison of things referring
from a givenpicture
-Letstudentswritesentencesoflikeanddislike;agre
ements/ disagreements. E.g.
I like bananas. I don‘t like
bananas.Idon‘tlikemangoes.
-Peerassessment
-Writecomplete
sentence
susingpicturesandguidance.
Writing
Writingshortsentence
Guided activity
Reading
Punctuation
Students write a dialogue about what
theylike and dislike and use
correctpunctuation.
Then, read the dialogue to, or with,
apartner.
FullformContracte
d form
theyhavethey've
we have we've
youhave you've
hasnot hasn't
hadnot hadn't

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Unit 6: Clean Water (20periods)
Learningoutcomes:
Attheend ofthisunit, learners willbeableto:
Listentoashortparagraphabouttheimportanceofcleanwaterandreflect.
Talkaboutthe importanceofwater.
Participateindialogue(socialexpressions-TellingTimeandusingnumbers).
Inferthemainideaofa given text.
ReadapassageaboutImportanceofcleanwater andanswer questionsrelated toit.
Guessthemeaningsofboldwordsinthepassage.
Useactionverbsand linkingverbs accordingtotheirfunctions.
Writeshortandsimplesentences.
Competencies Languag
eItems/
Content
LearningStrategies&Resources Assessment
-Listentosomeone‘sspeechandre
act accordingly.
-Listentoinstructionsandreactac
cordingly
-Listenandrespondtopersonalqu
estions
-Askpeoplehowoftentheydrink
water.
Listening
-Listeningto thetext
„Importanceo
fWater
‟
-Inferringnew words
;
-listeningforgistands
pecificinformation
-Listenin
gcomprehensio
n
-Dictation;
-Pre-listeningactivities
Students answer some questions that
enablethem explore their immediate
environmentaboutthestatedtopic(Importance
ofWater).e.g.
Howoftendoyoudrinkwater?
Whatistheimportanceofwater?
-While-listeningactivities
Students complete exercises while-
listeningthe text.
-Post-listeningactivities
Studentscomprehendthemessageofthetextand
summarize the main ideaof thetext
-Chain Notes: On
anindexcardthatisdist
ributed in
advance,
eachstudentrespondst
oan open-
endedprompt about
his
orhermentalactivityt
hatisansweredinlesst
han aminute.

160. 160|Page
-Describetheimportance,types
and features of things(suchas
water).
-Fluency
andpronunciation
-Questioning
andanswering
Studentsreflectwhattheylisten. -Use peer and / or
selfassessmentmetho
dstocheckifstudentsc
ompletethepre-,while
-,andpost-

161. 161|Page
-ListentodescriptionsaboutSpeaking:
conversationon :
Waterpollution
Telling the
TimeandUsingNum
bers
-Students make conversation related to
theintended topic and perform with friends.
E.g.A:Hello B! How areyou?
B:Iam fine.Whataboutyou?
A
:Iamfinetoo.ButIamsomewhatworriedabo
utwaterpollution.
B: Yes, it is very alarming that the water
canals,rivers, and tanks isgettingpolluted
daybyday.
A:Exactly!
Thispollutedwatercausesmuchharmto us.
B: But man is mainly responsible for
waterpollution.Theypollutewaterbythrowi
ngwasteinto it.
A
:Yes,farmersalsousechemicalfertilizersandins
ecticides in their fields. Rain and
floodswashawaysomeof the chemicals.
B: Right you are. And these chemical
fertilizersandinsecticides
getmixedwiththewaterofcanals, ponds, and
rivers, and thus pollutewater
-Teacherprovidesmodelspeechandstudentsre
peat:(tellingtime e.g. halfpastthree.)
-Studentspracticewith owntimeandin pairs.
listeningactivities.
people,objects,activities,
animalsandplaces andanswer
questions/matchpicture/
-Listentodialogues/short
passagesandstoriesandfill
tables/forms,matchpictures,
answerquestions -Use oral reflection
andgivefeedback
-Telltimecorrectly(e.g.half uponthecompletion
pastthree). oftheactivities
-
-Predict what a passage will
beabout from the
illustration(s)orthe title
-
Readshortparagraphsandsent
ences and retell the
maindetails
-Reading :
CleanWater
Comprehension
Fluency
Questionand
answer
-Pre-readingactivity
Provide some introductory questions
relatedto the reading passage
(CleanWater).
Theseactivitiescanbedoneindividuallyorinpa
ir.
-While-readingactivity
Studentsskimand/
-Listentothedialogue
an
dcorrectthefluencya
swellasassistthemin
themeantime

162. 162|Page
-Readwords,phrasesands
entencesfluently.
-
Readingforgist orscanthepassageforthegist.
Students answer questions and find
thenecessaryinformationfromthepassage
.
-Post-readingactivity

163. 163|Page
Andspecifi
cinformatio
n
Studentstellthegeneralconcept/
components/partsofthe passage.
Studentswork together and
completediagram/tablereferringfromthep
assage;find boldly written words and
constructsentenceswith them.
-
Listenastheteacherreads―HealthyEating al
‖
oud.Payattentiontotheteacher‘sfluency.Then
, taketurns fluentlyreadingparts ofit.
-Observe and
checktheirwork
-Observes,
checkandgivefeedba
ckwhenstudentscom
pletethereadingactivi
ties
-
Inferthemeaningsofwordsinth
ereadingpassage.
-Applynewwords incontext.
-Vocabulary
Contextualdefini
tionofnewwords;
Topicrelated
words;
-Students use topic related words like clean,
dirty,water,drink,disease,importance, etc.
-Students select the new boldly written words
orwords which may be difficult for them to use
inthe reading passage and use the words
toconstructsentences,tofill gaps,tocomplete
diagramsandtablesaccordingly.
-Ask and answer questions
abouteveryday activities,
animals orscenes
-Constructcomplete
simplesentences.
-Grammar
SimplePresent
Tense
verb:do
oI/we/you/they
do
…He/she/itd
oes...
actionverbs
Doanddoes:
-Use„do
‟
withI,You,WeandThey.
-And„Does
‟
isusedwithHe,SheandIt.
Ido..... Theydo.... Hedoes ........
-Studentsusetheauxiliaryverbsdoanddoestoaskq
uestions andmakenegativestatements.
A verb is a word that describes an
action,anevent orastate.
It tells you what the subject of a
sentenceis doing. The verbs (like those in
the verblist below) are usually the main
words ina sentence and without them a
sentence isincomplete.
Verbsaretypicallyusedafteranoun

164. 164|Page
orapronoun. Thenouns orpronouns in
such

165. 165|Page
-Expressactionsandeventswith
properadverbsoffrequency.
-Makenounspluralrecognizing
thenatureofendingletters(s,ss,
sh,z,xorch, y, etc)
Adverbsof
Frequency
Words
(Nouns)ending
in theletters s, ss,
sh, z,xorch
casesarereferredto assubjects.
-Students use action verbs to express
activitiesandperformances accordingly. E.g.
Ialwaysdrinkcleanwater.
-Students express actions or events
happenedfrequently.E.g.s/heusuallycleansthe
house.
-Nouns ends in the letters s, ss, sh, z, x or
chthelettersesareaddedto makethenoun plural.
-nounendsinaconsonant
+ytheychanges+ies(country= countries)
-Somenounsareirregula
rExample:man=menchild=children
-
Giveclasswork,home
work
an
dprovideconstructive
feedback.
-
Writecompletesentencesusing
picturesand/orguidance.
Writing
Writingshortsentence
Guided activity
Punctuation
-Students write short paragraph about
theimportanceofwaterand
howwecankeepwatercleanwith proper
punctuation.

166. 166|Page
Unit 7: My Country (20periods)
Learningoutcomes:
Attheend ofthisunit, learners willbeableto:
Listentoashortparagraph aboutsomefamouspeople inEthiopiaandreflect.
Talk about famous peopletheyknow.
Participateindialogue(socialexpressions).
Inferthemainideaofa given text.
Readapassageabout MyCountryandanswer questions related toit.
Guessthemeaningsof newboldlywrittenwordsinthepassage.
Uselinkingverbsaccordingly.
Writeshortandsimplesentences.
Competencies LanguageItems/Content LearningStrategies&Resources Assessment
Listen to someone‘s speech and
reactaccordingly.
Listen to instructions and
reactaccordingly
Listen and respond to
personalquestions
Talk about Famous People
inEthiopiaandrelatedevents.
Listening :Listenin
gtothetext
‗FamousPeopl
einEthiopia‘Inferringnew
words ;
listeningforgistandspecificin
formation
Listening
comprehensionDictation;
Let students engage in the listening activities
by:Pre-listeningactivities
Studentscananswerthepre-
listeningactivities.Like:Whatdoestheword‗Famous‘
mean?
Do you know any famous person in your area?
Whatmakesthem‗Famous‘?
While-listeningactivities
The teacher reads the passage and gives
studentsexercisesto becompletedwhilelisteningthe
Use peer and /or
selfassessment methods
tocheck if students
completethe pre-, while-,
and post-
listeningactivities.

167. 167|Page
Fluency and
pronunciationQuestioninga
ndanswering
text.
Post-listeningactivities
Askstudentsquestionsthatenablethemtocomprehend
Useoralreflectionand

168. 168|Page
give feedback upon
thecompletion of
theactivities
RSQC2 (Recall,Summarize,
Question,Connect and
Comment):Students write
briefstatements that
recall,summarize,
question,connect and
comment onmeaningful
points frompreviousclass
Checkand give feedback
the message of the text or to sum up the main idea
ofthetext
Give some post-reading activities which enable
thestudents to recall and understand the concept of
thepassage in general and to infer the meaning of
newwords.
Use different expressions in
askingpeople how they are doing in
atypical conversation (How are you?
/Howareyoudoing?).
Speaking:
Questions and answers
onFamous People in
Ethiopiaandalso:
Studentscanpracticeseveral
waysofaskingpeoplehowtheyare doing. E.g.
How are you? / How are you doing?
(Neutral)
Listen to descriptions about
people,objects, activities, animals
andplaces and answer
questions/matchpicture/
Practicing several ways
ofasking people how they
aredoing
Telling the time and
usingnumbers
Dialogue:
How’s it going?
(Moreinformal)
How are things?
(Informal)
What’s up?
(Veryinformal)
Listen to dialogues/ short
passagesandstoriesandfilltables/for
ms,
matchpictures, answerquestions
Students use these ways of expressions when an
answerisnotreallyrequired.
Studentspractice,instead,asimpleansweranda―ho
wareyou inreturnforatypicalconversationinEnglish:
‖
I’mwell.Howare you?
It’s going well,thank you.Howare youdoing?
Fine,thanks.Andyourself?
Students practice conversation in pair about the
maintopic(Famous PeopleinEthiopia). E.g.
St.A.HelloB!Howareyou?

169. 169|Page
St.B: Iamfine. Whataboutyou? forstudents‘work
St. A:Iamfine too.Whatareyou doing?
St. B:Iamdoingmyhomework.
St. A:Whatis yourhome workabout?
St.B:Itisabout famous peoplein Ethiopia,
St. A:Wow!Whataninterestingworkitis!
St. B:…
Teacher provides model speech and students repeat
inpairandtheirown time.
Predict what a passage will be
aboutfromtheillustration(s) orthetitle
Reading:MyCountry
Pre-readingactivity
Read passage andtellthe mainidea.
Read sentences about pictures
andput the pictures in the
correctsequence
Comprehension
Fluency
Questionandanswer
Provide some introductory questions related to
thereading passage (My Country) and then, students
reactaccordingly. These activities can be done
individuallyor inpair.
While-readingactivity
Readingforgistandspecificin
formation
Students perform the while reading questions
whichenable them to find the necessary information
from thepassage.
Studentsuseskimmingandscanningtechniqueforgist.
Post-readingactivity
Students complete diagram/table referring from
thepassage; find boldly written words and
definecontextually.
Readwords,phrasesandsentences Repeatreadingatext after theteacher.Payattentionto

170. 170|Page
fluently. fluencymodelingtheteacher‘sreading.
Vocabulary
Contextualdefinitionofneww
ords;
Studentsusetopicrelatedwordslikecountry,world,flag
, proud, live, abroad, foreign, my, yours, theirs,etc
Topicrelatedwords;
While reading the reading text, students can list
outdifficult andthenewboldlywrittenwordsanduse
themto construct sentences
Infer the meanings of words in
areadingpassage.
Students match the selected words with their
contextualmeanings, use to complete sentences and
diagrams, fillgaps, etc
Grammar
Verbs
Students use linking verbs in their contextual
functionsfortheir dailyexpressions.Like:
Use linking verbs in accordance
totheirfunctions.
Linkingverbs
Iam/was /look/become (a/an)…
We/they/ are/were/look/become…
Youare/ were/look/ become(a/an)…
s/he/itis/was/looks/becomes(a/an)/It
smells/seems/tests…
etc
Observe,checkandgivef
eedback when
studentscomplete the
readingactivities
PrepositionsofTimeandplace
Express time and place using
correctprepositions(at,on, in).
Prepositions of Time
andplace
at ,on ,in
at - for specific or particular time (and/or
place)on-fordays andparticulardates(and/or
place)
in-formonthsandyear(and/orplace)

171. 171|Page
Writing
Write complete sentences
andparagraph using pictures
and/ orguidance.
Writing short
sentenceGuided
activityReading
Punctuation
Studentswriteshortparagraphabout‗FamousPeople‘theyk
nowusingproper punctuation marks.
Students complete guided paragraph and read it
fortheircolleagues.
Theteacherneedstoassistthemwhiletheyare doing.
Give class
work,homework and
provideconstructivefee
dback.

172. 172|Page
Unit 8:Healthand safety(20periods)
Learningoutcomes:
Attheend ofthisunit, learners willbeableto:
Listentoashortparagraphaboutwastemanagementandreflect.
Talkaboutwastemanagementandrelatedissues.
Participateindialogue(socialexpressions).
Inferthemainideaofa given text.
Readapassageabout waste disposalandanswer questionsrelatedto it.
Guessthemeaningsofnewwordsinthepassage.
Useauxiliaryand helpingverbs accordingly.
Writeshortandsimplesentences.
Competencies LanguageItems/ContentLearningStrategies&Resources Assessment
Listen to someone‘s speech and
reactaccordingly.
Listen to instructions and
reactaccordingly
Listen and respond to
personalquestions
Talk about waste management
andrelatedactivities.
Listening
Listeningto thetext
‗Cleaningou
rEnvironment‘
Inferringnew words;
listening for gist
andspecificinformati
on
Listening
comprehensionDictation;
Fluency
Pre-listeningactivities
Students‘discusinpair/
groupandanswerquestionsandestimatepicturesrelatedtothel
isteningtext. e.g.
Whatdoyourfamilymembersdotokeeptheenvironmentclean
?
Dothepeopleinyourareausetoiletsandrubbishholes?Why?
Give pictures and students can guess what people are doing?
While-listeningactivities
Students‘ complete while-listening activities (multiple
choice,true/false, fill in the blanks pace questions, diagram,
Use peer and /or self-
assessmentmethodsto
check if
studentscomplete the
pre-,while-, and post-
listeningactivities.

173. 173|Page
Askpeoplehowtheykeepclean
andpronuncia
tion
etc) whiletheteacherreadsthetext.

174. 174|Page
Use oral reflectionand
give feedbackupon
the
completionoftheactivi
ties
Checkandgivefe
edback
forstudents‘wor
k
theirenvironment. Questioning
andanswering
Post-listeningactivities
Students summarize the reading passage and
reflectaccordingly.
Listen to descriptions about
people,objects, activities, animals
andplaces and answer
questions/matchpicture/
Speaking:
Cleaning
th
eEnvironme
nt
Studentsmakedialogueinpairandpracticerepeatedly.E.g.Stud
ent A:Good MorningB.
StudentB:GoodMorningB.
Questionsand answersin
dialogue
Student A:What do youstudyon Monday?
Listen to dialogues/ short
passagesand stories and fill
tables/forms,matchpictures,answer
questions
Using should
andshouldn‘t.
Student B:IwillstudyScience.
StudentA:Whatisthespecifictopic?
StudentB:Itisabout‗cleaningtheenvironment‘
Participate in a conversation and
takeparttospeak.
Student A:oh, howwonderful!
Student B: I want to know about it, too. May I study with
you,please?
StudentA: Yah!
StudentA:…
SimilarExample:
Inpairsreadthedialoguebetweenmother and
son,thenidentifyand underlineshould andshouldn‘t.
Mother:Wakeupmyson.Youshouldn‘tbelateforschool.
Son:Ok,Mom.Letmegotothetoilet first.
Mother: Youshouldwashyourhandsafter goingtothetoilet.
Son:Ok,butwhydoyou alwaystellmethis?

175. 175|Page
bacteriathatcausediseases.
Son:Oh!Thatisright,Mom.Ishould always wash myhandsafter
usingthe toilet.
Mother: Good!Oh hurryup!...
Teacherprovidesmodelspeechandstudentsrepeat:
Studentspracticewithowntimeandinpairs.
Read dialogues with partner
andidentifytheuseofshould/shouldn‘t.
Reading:
PersonalHygiene
Pre-readingactivity
Students discuss in pair/ group the questions related to
thereading passage (Personal Hygiene). These activities can
bedoneindividuallyor inpair.
While-readingactivity
Thestudentsfindthenecessaryinformation
fromthepassage;compare activities in the picture with the main
idea in thepassage.
Post-readingactivity
Students skim/scan the reading passage and describe
thegeneralconceptofthe passage.
The students complete diagram/table referring from
thepassage; find boldly written words and understand
themeaningof the wordsfromthe context.
Comprehension
Fluency
Predict what a passage will be
aboutfromtheillustration(s) orthetitle
Questionandanswer
Reading for gist
andspecificinformat
ion
Reading
RatingSheets:
Studentscomplete a
form thatrates the
effectivenessof the
assignedreadings
Read passage andtellthe mainidea.
Read words, phrases and
sentencesfluently. Observesandrecord

176. 176|Page
if students
cancomplete the
readingactivities
Give class
work,homework
andprovideconstructi
ve
feedback
Infer the meanings of new words
inareadingpassage.
Vocabulary
Contextual definition
ofnewwords;
Topicrelatedwords;
Students use topic related words like environment,
clean,responsibility,etc.
Practice reading with fluency following the teacher‘s
readingorarecordedfluentreading.
Select the new and boldly written words in the
readingpassage and use the words to construct and
completesentences.E.g.
Keepingour personal(1) is important for
ourhealth.Itisalso (2) for our social
relationships.Takinga good (3)ofourbody is veryimportant.
Use helping verbs in accordance
totheirfunctions.
Gramma
rVerbs
helpingverbs
ListofHelpingVerbs,Auxiliaries
Students use helping and modal auxiliary verbs in
theircontextualfunctionsfortheirdailyexpressions.Like:
Iam/was(not)…
We/they/youare/were(not)….
S/heis/was(not)….
I/we/they/youhave/had(not)…
S/hehas/had(not)…
I/we/they/youdon‘t…
S/hedoesn‘t…
I/we/they/you/s/hecan/could/may/might/will/would/shall/
should(not)…
The students repeat the words after the teacher and write
theplural forms of the verbs in their exercise book adding s,
esand ies.

177. 177|Page
singularandpluralformso
f verbs
go
wash
play
Rewrite sentences in the
correctorder.
Writing
Writing short
sentenceGuided
activityPunctuation
The students put the scrambled sentences in the correct
orderandre-write ascompleteparagraph.
Theteacher needstoassistthemwhile doing.

178. 178|Page
Unit9:AppreciatingCommunalities&Difference(20periods)
Learningoutcomes:
Attheend ofthisunit, learners willbeableto:
ListentoashortparagraphaboutCooperationand reflect.
TalkaboutCooperationandrelatedissues.
Participateindialogue(socialexpressions).
Inferthemainideaofa given text.
Readapassageaboutwaste disposaland answerquestions relatedto it.
Guessthemeaningsofboldwordsinthepassage.
Useirregularverbs accordingtotheirfunction.
Writeshortandsimplesentences.
Competencies Languag
eItems/
Content
LearningStrategies&Resources Assessment
-Listentosomeone‘sspeechandre
act accordingly.
-Listen to instructions and
reactaccordingly
-Listen and respond to
personalquestions
-Askwhatpeopledohaveincomm
on and what makes
themdifferent.
Listening
-Listeningtothet
ext
„Ethiopia
nCommonality‟
-Inferring
newwords;
-listeningforgista
nd
specificinformat
ion
-Listenin
-Pre-listeningactivities
Students look at a picture and the title of
thetextandpredictwhattheitwillbe about.
Studentsanswertheprelisteningactivities.e.g.
Whatdoestheword‗Commonality‘mean?
Whatcommonalitiesdoyouthink
yousharewith others?
WhatcommonalitiesdoyouthinkEt
hiopianshaveincommon?
-While-listeningactivities
The teacher reads the passage and
givesstudents exercises to be completed
while-listeningthe text.
-Usepeerand/
orselfassessmentm
ethodstocheckif
students
completethepre-,w
hile-,andpost-
listeningactivities.

179. 179|Page
-TalkaboutCooperation,
gcomprehensio
n
-Dictation;
-Fluency and
-Post-listeningactivities
Askstudents questionsthat enablethem to
-Use oral

180. 180|Page
culture, language, and
relatedissuesthatpeoplehaveinc
ommon
- .
pronunciation
-Questioning
andanswering
comprehend the message of the text or to
sumup the main ideaof thetext
Givesomepost-readingactivitieswhichenablethe
students to recall and understand
theconceptofthepassageingeneralandtoinfer
themeaningofnewwords.
reflectionandgivefe
edbackupon
thecompletionofthe
activities
-Takepartinconversationsofque
stioningandanswering.
-Listen to descriptions
aboutpeople, objects,
activities,animals and places
and
answerquestions/matchpicture
/
-Listen to dialogues/
shortpassages and stories
and filltables/forms, match
pictures,answerquestions
Speaking:
-Whatwehaveinc
ommon
-Questionsand
answers
indialogue
-Model speech
andrepeat(fluencya
ndpronunciation)
-Thestudents makeconversationin pair. E.g.
St.A. Hi,B!
St.B.Hi,A!Howareyou?
St. A. I am fine. What are you doing?
St.B.Iamworking
myhomework.St.A.Whatis
yourhomeworkabout?
St. B. It is about our commonality
anddifferences(whatwehaveincommon)
.
St. A. I don‘t understand the
wordCommonality. Can you explain
it forme?
St.B.…..
-Teacherprovidesmodelspeechandstudentsre
peat:
-Studentspracticewith owntimeandin pairs.
-
Checkandgivefeed
back
forstudents‘work
-Predict what a passage will
beabout from the
illustration(s)orthe title
-Readpassageandtellthemainid
ea.
-Readsentencesaboutpictures
and put the
picturesinthecorrect sequence
-Reading:
Appreciatin
gCommunaliti
esandDifferenc
e
Comprehension
Fluency
Questionand
-Pre-readingactivity
Studentslookatthe
titleofatextandpredictwhatthetextwill
beabout
Providesomeintroductoryquestionsrelatedtothe
reading passage
(AppreciatingCommunalities and
Difference). Theseactivitiescan
bedoneindividuallyor inpair.
-While-readingactivity
Students read parts of a text and ask

181. 181|Page
answer
themselvesquestion about why or how things
happen in themannertheydo.
Studentsreadtextsandanswercomprehension

182. 182|Page
Readingforgista
nd
specificinforma
tion
questions
Studentsreadatextwithaccuracy,appropriaterat
eandexpression
Give while reading questions which enable
thestudentstofindthenecessaryinformationfromt
hepassage.
-Post-readingactivity
Students interpret and summarize the
generalconcept/components/
partsofthepassage.
Students complete diagram/table
referringfromthepassage;useboldlywrittenwo
rdsin
accordance to the context of the topic
andconstructsentences withthem.
-Observes
an
drecordifstudentsc
ancompletetheread
ingactivities
-Checkandgivefeed
back
forstudents‘work
-Inferthemeaningsofwordsina
readingpassage.
-Vocabulary
Contextuald
efinition
ofnewwords
;
Topicrelated
words;
Studentsusetopicrelatedwordsand;
Boldlywrittenwordsinthereadingtext (suchas:
commonality,culture,diversity,difference,unity,to
getherness,etc)
-Make simple
comparisonsbetweendifferentpeo
ple,animalsand objects
-Describe people, animals
andobjectsusingsimplepresent
tense.
-Grammar
Simple
PresentTense
Simplepast
Simple
Past(whathappe
nedin the
past)Example:
-
SimplePresentTenseUsethesimplepresenttenseto
describepeople, animals, objects.
Example:Abirdhaswings.(Thisisfact.)
Simplepast:Example:
Igotup …Iwentto …Iwas… Theywere
…
-Usethesimplepasttotalkaboutsomethingthathapp
enedat a definitetime inthe past.
-Basically,most‗normal‘verbsinthepasttensehav

183. 183|Page
-Describe events that
happenedata definite timein
the past.
Regular e an –ed or -d at the end which are
calledRegularverbs. Examples:
jump→ jumped
skip→ skipped

184. 184|Page
-Recognizeregularandirregular
verbsintheirpastform.
-Usecollectivenounstodescribe
groupofthingsorpeopleas a
unit.
verbs:
Irregula
rverbs:
Collectivenouns
Example:
leap→leaped
walk→walked
-However, irregular verbs don‘t follow this
normalpattern. We don‘t have rules for them. We
shouldstudythem. Forexample:
keep–kept,think -thought
-CollectivenounsExample:
Aherdofcattle
Aprideoflions
Atroop ofmonkeys.
Acollectivenoundescribesagroupofthingsorpeop
leas a unit.
-
Giveclasswork,ho
mework
an
dprovideconstructi
vefeedback.
-
Constructcompletesimplesent
ences.
Writing
Writing
shortsentenc
e
Guided activity
Punctuation
-The students write a two paragraph text
aboutwhatpeoplein theirareahaveincommon.
Example:thecommonlyusedfoodtypein
theirarea. ‗Injeraandwot‘
Theteacher needsto assist themwhiledoing.

185. 185|Page
Unit10:Woodwork(16periods)
Learningoutcomes:
Attheend ofthisunit, learners willbeableto:
ListentoashortparagraphaboutWoodTechnologyandreflect onit.
TalkaboutWoodTechnologyandrelatedissues.
Participateindialogue(socialexpressions).
Inferthemain ideaof the giventext.
Readthepassageabout wastedisposalandanswerquestionsrelatedtoit.
Guessthemeanings ofboldlywrittenwords inthepassage.
Expressprogressiveeventsusingpresentcontinuoustense.
Writeshortandsimplesentences.
Competencies Languag
eItems/
Content
LearningStrategies&Resources Assessment
-Listentosomeone‘sspeechandre
act accordingly.
-Listentoinstructionsandreactac
cordingly
-Listenandrespondtopersonalqu
estions
- Talkabout
Woo
dTechnologyandrelatedissues
Listening
-Listeningtothet
ext
„Woo
dTechnology‟
-Inferring
newwords;
-listeningforgista
nd
specificinformat
ion
-Listenin
Letstudentsengageinthelisteningactivitiesby:
-Pre-listeningactivities
Providing some questions that enable them
exploretheir immediate environment and talk about
similarevents and make the content of the text
contextual.e.g.
WhatisTechnology?
Canyou givesomeexamplesofTechnology?
Canyounamethematerialsinyourclassroommad
eof wood?
-While-listeningactivities
The teacher reads the passage and gives
studentsexercisestobecompletedwhil
elisteningthetext.
-Use peer and
/orselfassessment
methods to
checkif
student
scompletethepre-
,while-,andpost-
listeningactivities
.

186. 186|Page
-Explain what objects
aremadeof
gcomprehensio
n
-Dictation;
-Fluency and
-Post-listeningactivities
Askstudents questionsthat enablethem to

187. 187|Page
- pronunciation
-
Questioninganda
nswering
comprehend the message of the text or to sum up
themain ideaof thetext
Give some post-reading activities which enable
thestudents to recall and understand the concept of
thepassageingeneralandtoinferthemeaningofnew
words.
-Use
ora
lreflectionandgi
ve feedback
upon the
completion
oftheactivities
-Checkandgivefe
edbackforstuden
ts‘work
-Takepartinconversation
andrespondto
questions.
-Listen to descriptions
aboutpeople, objects,
activities,animalsandpl
acesandanswerquestion
s/matchpicture/
-Listen to dialogues/
shortpassages and
stories and
filltables/forms,
match
pictures,answerquesti
ons
Speaking:
-Speaking:
„Importanceo
fWood
‟
-Questionsand
answers
indialogue
-Model
speechand
repeat(fluency
andpronunciat
ion)
-Studentspracticeconversationsrelatedtothetopic.E.g.
St.A.HelloB!Howdo youdo?
St.B.HelloA!Howdoyoudo?
St.A.Ihaveahome
workabouttheimportanceofwood.Canyoutell
me some,please?
St.B.of course,Ican.….
-Teacherprovidesmodelspeechandstudentsrepeat:
-Studentspracticewith owntimeandin pairs.
-Predict what a passage
will beabout from the
illustration(s)orthe title
-
Readpassageandtellthe
mainidea.
-Readwords,phrasesand
sentencesfluently.
-
Readsentencesaboutpic
-Reading:Woodw
ork
Comprehensi
on
Fluency
Questionand
answer
Reading
forgist
andspecific
information
-Pre-readingactivity
Students analyze the meanings of combined/
joinedwords which are made of two separate
words. E.g.wood+work=woodwork;
-While-readingactivity
Studentsreadthepassageandcompleteatableaboutthedi
fferent productandadvantageof wood.
-Post-readingactivity
Students summarize the concept of the passage
andreflect.
Students complete diagram/table referring from
thepassage;use thenew words in context.

188. 188|Page
turesandputthepicturesi
nthecorrect sequence
-
Inferthemeaningsofwo
rdsina readingpassage.
-Vocabulary
Contextual
Students use topic related words like wood,
work,woodwork,technology,product,furniture,househ
old,

189. 189|Page
definitio
n
ofneww
ords;
Topicrel
atedword
s;
office,chair,etc.
Select the new and
boldly written words
in
thereadingpassagean
dusethewordstoconst
ructsentences.
Students combine/join two
separated words together
tomakeasingleindependentw
ord. Like:hardboard,work-
piece,hand-screw,hardwood,etc
-Observe,
checkandgive
feedback
whenstudents
can
complete
th
ereadingactivities
-Giveclasswork,ho
mework
an
dprovideconstructi
vefeedback.
-Describeactionswhicha
rehappeningnow,aroun
dnowandpersonal
futureplans.
-Describe events that
happenedata definite
timein the past.
Grammar
PresentContin
uous
Tense(what
ishappeningn
ow)
SimplePast(w
hathappened
in thepast)
(Was/Were)
-Students use present
continuous tense to describe
actionsthat are happening now,
around now and personal
futureplans.
Examples:
Theteacheris
teachingEnglish.
Wearesittingon thechair.
Thestudents arelearning.
Sheis answeringthe
questions.
Thebellisringing.
-SimplePast
1.Whatwas the ?
2.Howwas the ?
3.What daywas ?
4.Was ?
5.Were ?
-Writecomplete
simpl
esentencesandparagra
ph.
Writing
Writing
shortsent
ence
Guided activity
Punctuation
-Students write longer
and combined sentences
andparagraphabout
theadvantageof trees.
-Whentheywritetheparagraph
students can
usesimplepresent,simplepasta
ndpresentcontinuesaccording
ly.
Theteacher needsto
assistthem whiledoing.