English for Ethiopia

ENGLISH FOR ETHIOPIA

ENGLISH FOR ENGLISH FOR
ETHIOPIA ETHIOPIA
STUDENT TEXTBOOK STUDENT TEXTBOOK
GRADE 10 GRADE 10

STUDENT TEXTBOOK
GRRADE 10

Federal Democratic Republic of Ethiopia MOE Federal Democratic Republic of Ethiopia

Ministry of Education Ministry of Education

ENGLISH FOR
ETHIOPIA
STUDENT TEXTBOOK
GRADE 10
Writers Illustrator
Mesfin Aberra (PhD) Tewodros Altaye (MSc)
Mulu Geta (PhD) Designer
Content Editor
Zemenu Haile (MSc)
Yinager Teklesellassie (PhD)
Curriculum Editor
Language Editor
Akalewold Eshete (PhD)
Eskinder Getachew (PhD)

FEDERAL DEMOCRATIC REPUBLIC OF ETHIOPIA HAWASSA UNIVERSITY

MINISTRY OF EDUCATION

Grade 10 English Teacher Guide

 
First Published xxxxx 2022 by the Federal Democratic Republic of Ethiopia,
Ministry of Education, under the General Education Quality Improvement
Program for Equity (GEQIP-E) supported by the World Bank, UK’s Department
for International Development/DFID-now merged with the Foreign, Common
wealth and Development Office/FCDO, Finland Ministry for Foreign Affairs,
the Royal Norwegian Embassy, United Nations Children’s Fund/UNICEF), the
Global Partnership for Education (GPE), and Danish Ministry of Foreign Affairs,
through a Multi Donor Trust Fund.

© 2022 by the Federal Democratic Republic of Ethiopia, Ministry of Education.

All rights reserved. The moral rights of the author have been asserted. No part
of this textbook reproduced, copied in a retrieval system or transmitted in any
form or by any means including electronic, mechanical, magnetic, photocopying,
recording or otherwise, without the prior written permission of the Ministry of
Education or licensing in accordance with the Federal Democratic Republic of
Ethiopia as expressed in the Federal Negarit Gazeta, Proclamation No. 410/2004
- Copyright and Neighboring Rights Protection.

The Ministry of Education wishes to thank the many individuals, groups and
other bodies involved – directly or indirectly – in publishing this Textbook.
Special thanks are due to Hawassa University for their huge contribution in the
development of this textbook in collaboration with Addis Ababa University,
Bahir Dar University and Jimma University.

Copyrighted materials used by permission of their owners. If you are the owner
of copyrighted material not cited or improperly cited, please contact the Ministry
of Education, Head Office, Arat Kilo, (P.O.Box 1367), Addis Ababa Ethiopia.
Printed by:
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Under Ministry of Education Contract no. xxxxxxxxxxx

ISBN: 978-999944-2-046-9
Grade 10 English Teacher Guide i
 
Foreword

Education and development are closely related endeavors. This is the main reason
why it is said that education is the key instrument in Ethiopia’s development and
social transformation. The fast and globalized world we now live in requires
new knowledge, skill and attitude on the part of each individual. It is with this
objective in view that the curriculum, which is not only the Blueprint but also
a reflection of a country’s education system, must be responsive to changing
conditions.

It has been almost three decades since Ethiopia launched and implemented new
Education and Training Policy. Since the 1994 Education and Training Policy
our country has recorded remarkable progress in terms of access, equity and
relevance. Vigorous efforts also have been made, and continue to be made, to
improve the quality of education.

To continue this progress, the Ministry of Education has developed a new

General Education Curriculum Framework in 2021. The Framework covers all
pre-primary, primary, Middle level and secondary level grades and subjects. It
aims to reinforce the basic tenets and principles outlined in the Education and
Training Policy, and provides guidance on the preparation of all subsequent
curriculum materials – including this Teacher Guide and the Student Textbook
that come with it – to be based on active-learning methods and a competency-
based approach.

In the development of this new curriculum, recommendations of the education

Road Map studies conducted in 2018 are used as milestones. The new curriculum
materials balance the content with students’ age, incorporate indigenous
knowledge where necessary, use technology for learning and teaching, integrate
vocational contents, incorporate the moral education as a subject and incorporate
career and technical education as a subject in order to accommodate the diverse
needs of learners.

ii Grade 10 English Teacher Guide

 
Publication of a new framework, textbooks and teacher guides are by no means
the sole solution to improving the quality of education in any country. Continued
improvement calls for the efforts of all stakeholders. The teacher’s role must
become more flexible ranging from lecturer to motivator, guider and facilitator.
To assist this, teachers have been given, and will continue to receive, training on
the strategies suggested in the Framework and in this teacher guide.

Teachers are urged to read this Guide carefully and to support their students by
putting into action the strategies and activities suggested in it.

For systemic reform and continuous improvement in the quality of curriculum

materials, the Ministry of Education welcomes comments and suggestions which
will enable us to undertake further review and refinement.

ADDIS ABABA, ETHIOPIA

xxxxx 2022 FEDERAL DEMOCRATIC REPUBLIC OF ETHIOPIA
MINISTRY OF EDUCATION

Grade 10 English Teacher Guide iii

 
Contents
1. Population Growth..............................1 .

1.1 Listening: Population Explosion ....................................2 .

1.2 Speaking.............................................................................3
.

1.3 Reading: Population Growth ...........................................7

.

1.4 Grammar .........................................................................18

.

1.5 Writing .............................................................................33

.

2.Travel Behaviors. ................................37

.

2.1 Listening: Travelling and Places ...................................38

.

2.2 Speaking...........................................................................39
.

2.3 Reading: Travel Behaviors.............................................44

.

2.4 Grammar .........................................................................50

.

2.5 Writing .............................................................................52

.

3. Punctuality . ........................................65
.

3.1 Listening: Punctual Students .......................................66

.

3.2 Speaking ......................................................................69

.

3.3 Reading: Punctuality ......................................................74

.

3.4 Vocabulary ......................................................................78

.

3.5 Grammar .........................................................................82

.

3.6 Writing .............................................................................89

.

4. Tourist Attractions . ...........................92 .

4.1 Listening: Giving Information for Tourists..................93 .

4.2 Speaking...........................................................................95
.

4.3 Reading: Tourism............................................................98

.

4.4 Vocabulary.....................................................................104
.

4.5 Grammar .......................................................................108

.

4.6 Writing ...........................................................................115

.

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5.Honey Processing . .............................120

.
5.1 Listening: Honey Processing........................................121

.
5.2 Speaking ........................................................................123

.
5.3 Reading: The Importance of Honey............................125

.
5.4 Vocabulary.....................................................................129
.
5.5 Grammar .......................................................................132
.
5.6 Writing ...........................................................................140
.
6.Migration . ...................................... ..145
.
.
6.1 Listening: ....................................................................... 146
.
6.2 Speaking......................................................................... 149
.
6.3 Reading: Migration in Ethiopia .................................. 151
.
6.4 Vocabulary.....................................................................156
.
6.5 Grammar: Tense ..........................................................160
.
6.6 Writing ...........................................................................167
.
7.Branding Ethiopia and
National Identity . ..............................176
.
7.1 Listening ........................................................................ 177
.
7.2 Speaking......................................................................... 180
.
7.3 Reading .......................................................................... 192
.
7.4 Vocabulary .................................................................... 197
.
7.5 Grammar ....................................................................... 203
.
7.6 Writing ........................................................................... 208
.
8. The Healing Power of Plants . ..........213
.
8.1 Listening ........................................................................ 214
.
8.2 SPEAKING ................................................................... 216
.
8.3 Reading: A Traditional Medicine, Moringa Olifera .. 223
.
8.4 Vocabulary..................................................................... 227
.
8.5 Grammar ....................................................................... 231
.
8.6 Writing ........................................................................... 237
.
v Grade 10 English Textbook
 
9.Multilingualism . ............................ ...239
. .

9.1 Listening: Multilingualism........................................... 240

.

9.2 Speaking......................................................................... 242

.

9.3 Reading : Cognitive Benefits of being Multilingual... 243 .

9.4 Writing: Letters Writing .............................................. 249

.

9.5 Grammar ....................................................................... 251

.

9.6 Vocabulary..................................................................... 263

.

10.Digital Vs Satellite Television . ........266 .

10.1 Listening ...................................................................... 267

.

10.2 Speaking....................................................................... 269

.

10.3 Reading ........................................................................ 272

.

10.4 Vocabulary .................................................................. 275

.

10.5 Grammar ..................................................................... 278

.

10.6 Writing ........................................................................288

.

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Grade 10 English Textbook
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n


i

1. Population Growth
t

Unit
1

By the end of this unit, you will be able to:

ͬ listen to a text and extract both specific information and the gist (main) idea from it

ͬ examine the pictures and explain the challenges our world is facing due to population
explosion globally and locally

ͬ work out the contextual meaning of the selected words and use them in your
communication where necessary

ͬ pronounce short and long vowels: [a, e, ,i and o] and diphthongs [, ai, ei, , ea, eə , ɪə ɔɪ,
ʊə] as correctly as possible and make your oral communications intelligible practise
asking opinions in small talks and conversations

ͬ practise a variety of text attack skills such as skimming, scanning and intensive reading
and extract information.
ͬ discuss and integrate textual information in oral presentations

ͬ work out the meaning of different words from different literatures contextually

ͬ practise the word formation processes with prefixes and use the correct form of the
words in communications

ͬ acquaint yourself with different phrasal with the verb “fall” and use them in both
spoken and written communications.

ͬ use simple present tense and degrees of comparisons in constructing grammatically

correct sentences

ͬ complete ideas in a piece of writing and write your own paragraph

ͬ add ideas to the incomplete paragraph and make it complete

ͬ connect different sentences using different discourse markers

ͬ acquaint yourself with the use of period, question mark and exclamation mark and use

them in your writing where necessary

1
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u Listening: Population Explosion
n
i
t
1 1.1 Listening: Population Explosion
ʯ Activity 1.1
Instructions: You are going to listen to the passage. Before you
listen to it, discuss the following questions in pairs.

Fig. 1: Overpopulated areas in Delhi, Tokyo, Beijing and Lagos

1. Do you think that the population in your city is
increasing or decreasing? What is your evidence?
2. If the population around your residence is growing,
what problems are you facing in your day-to-day life?
3. Look at the population size in Delhi, Tokyo, Beijing
and Lagos in the above picture What can you say
about the population growth and its effect in these
countries?

NB: For visually impaired students, those of you who do not have
such limitation, please give them an account of explanation
about congested population in the above cities.

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Speaking n
i
t
ʯ Activity 1.2
1
Instructions: Now your teacher will read the listening passage two
times to you. When he/she reads the passage, listen
very carefully and extract specific information from
each paragraph and finally write the main ideas in
your own words.

ʯ Activity 1.3
Instructions: Answer the questions given below based on the
ideas discussed in the passage.

1. As a student, after you have got few ideas about the

population explosions in our world, what do you
suggest to different governments to take practical
actions?
2. How can you contribute, as a student, to reducing
problems connected to population explosion in
Ethiopia?

1.2 Speaking
1.2.1 Pronouncing Short Vowels, Long Vowels and
Diphthongs
ʯ Activity 1.4
Instructions: Repeat the following words after your teacher.

Short Vowel long vowel

1 [bit] [bi:t]
2 [back] [ba:rk]
3 [fut] [fu:d]
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n
i
t
ʯ Activity 1.5
1
Instructions: Individually, use your dictionary and look up seven
words with short and long vowel sounds and then
practice them with your neighbouring students.

NB: Visually impaired students are asked simply to practice the

sounds orally
Short Vowel long vowel
1
2
3
4
5
6
7

Diphthongs

Diphthongs are words that combine two vowel sounds. They are
pronounced so closely together that they almost sound like one
vowel instead of two.

ʯ Activity 1.6
Instructions: Use your dictionary and identify the type of
diphthongs in the words given below individually.

might, why, may, wait, freight, they, great, fair, hair, mare
and where

ʯ Activity 1.7
Instructions: Write a word that consists of the diphthongs given
below.
[ay, ai, ei, ey, ea eə , ɪə ɔɪ, ʊə]
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Speaking n
Pronouncing interdental voiced [ð] and interdental voiceless [Ɵ] i
t
consonants
1
Note that these consonants do not exist in Ethiopian languages, so
pronouncing them in different words is difficult for many of our students.
When you pronounce these sounds, you put your tongue between the upper
and lower tongue and produce [t] or [z]. Practise them in the following
words with the help of your teacher.

math [mæθ], booth [buθ], soothe [suð], those [ðoʊz]

ʯ Activity 1.8
Instructions: Go over the following pair of words given in
parentheses (sink/think), (leather/lather), (their/
there), (tin/thin) quickly. Then, your teacher will
read a sentence that consists of one of the words to
you. Listen to her/him, identify the word you have
heard and write it down into your notebook.
1.2.2 Small Talks: Asking for Opinions

As you know, it is common to ask and answer questions in everyday

human communications. Questions should not always be asked
only for the sake of asking. The asker needs to have purpose when
she/he poses a question. The respondent also has to think twice and
give answers supported with convincing reasons. If you answer a
question without sufficient evidence, people do not trust you when
you talk to them in the future.

ʯ Activity 1.9
Instructions: The following dialogue is between two grade ten
students, Lambebo and Hamesso. Be in pairs and
fill in the incomplete parts in your own words.
Lambebo: Do you think that money is more important than health?

5
Hamesso: In my opinion, both are equally important because to stay in

Grade 10 English Textbook

u Speaking
n
i health, money is important and health is also essential to make
t
money.
1 Lambebo: As far I am concerned, however, health is more important than
money because______________________________________.
Hamesso: Are you saying that if there is health, it is not difficult to
make money?
Lambebo: Yes, of course. In my view, if a person is healthy, she/he can
do any work and make her/his livelihood.
Hamesso: ______________________________________________.
Lambebo: As I understand, nothing is more important than health.
Hamesso: Do you think that those people who are below the poverty
line are not healthy?
Lambebo: No. From my point of view,______________________.

ʯ Activity 1.10
Instructions: Roleplay as student Tamirat and kelemua, ask
questions, give opinions turn by turn and make the
dialogue complete.
Tamirat: What comes to your mind when you hear the phrase
“population growth”?
kelemua: ______________________________________________.
.
Tamirat: What is your view about the population growth in Ethiopia?
kelemua: ______________________________________________.
Tamirat: ____________________________________________?
kelemua: Yes, as I understand, it is a serious concern because when
the growth of population and the economic growth are not even,
the continuation of life in this world is not certain.
Tamirat: Why do you think that experts on population warn that the
growth of population will be the most serious problem of our
world?
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Grade 10 English Textbook
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Reading: Population Growth n
kelemua: ______________________________________________. i
t
Tamirat: _____________________________________________?
kelemua: In my opinion, those factors that change the pattern of 1
population are the imbalance between birth rate and death rate
and migrations.
Tamirat: _____________________________________________?
kelemua: It is a type of crisis which results from an increase in births
(fertility rate), a decline in the mortality rate, an increase in
immigration or a depletion of resources.
Tamirat: Once the World Bank President Robert McNamara said:
“Population growth is the gravest issue the world faces. If we do
not act, the problem will be solved by famine, riots, insurrection
and war.” Do you agree? Why?
kelemua: ______________________________________________.

1.3 Reading: Population Growth

ʯ Activity 1.11
Instructions: Before you read the passage, discuss the following
questions in groups of three and report your answers
to the whole class.

1. Can you list down the most pressing problems that

Ethiopia is facing these days due to its unplanned
population growth?
2. Do you think that population growth has direct
connection with our environment? How?
3. There are experts such as Simon 1988 who say that
population growth does not bring as such significant
problem if the economy of the country grows
consistently? Do you agree or disagree? Why?
7
Grade 10 English Textbook
u Reading: Population Growth
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i
t
ʯ Activity 1.12
1
Instructions: Now, read the passage given below individually
and silently and answer the questions that follow it
according to the information therein.

Fig. 2: population growth & environmental degradation

National and Global Population Growth

1. The rapid population growth observed over the last decades

in Ethiopia has resulted in a number of challenges and crisis
against both human and wild lives. One of the most dominant
casualties is severe environmental degradation which is
responsible for the prevalence of poverty and famine. More
often than not, many international reports claim that the
alarmingly growing population at an unprecedented rate is
negatively affecting the environment in different parts of
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Reading: Population Growth n
the country and this degradation is exposing a large number i
t
of people to poverty. The fact is that the more a given area is
populated, the more the resources in that area are degraded 1
by both the rich and the poor though the frequency and
magnitude differ. There is a widely accepted truth that the
poor tampers more frequently with the fauna and flora of the
environment while the devastation caused by the rich to the
environment is higher in scale. Under most circumstances,
when the size of the population and the economic growth of
a country are not growing evenly, poverty-stricken people
tend to overuse every resource available to them as their
survival is endangered. When the situations become worse
and worse, it is a must for many citizens to immigrate.
In addition to the above anthropogenic damages, other
factors such as lack of material resources, inadequate
loans and subsidies, illiteracy and lack of awareness and
consciousness impinge seriously upon the environment.
Thus, since uncontrolled population growth is the main
threat to the environmental convenience and comfortability
to both human and wild lives, a positive change in attitude
towards the environment is needed in order to save the most
cherished flora and fauna.

2. Eighty-five percent of the population in Ethiopia lives in

rural areas, mainly in the central and northeastern highlands,
where population growth and poverty are much higher than
in urban areas. As the population in these areas increases
more and more, land is deforested and over-farmed. This in
turn has brought about less crop production and subsistent
livelihood. When forests are cleared, the residents must
travel farther and farther to find firewood, which is the
principal fuel for cooking or sometimes they dry up animals’ 9
Grade 10 English Textbook
u Reading: Population Growth
n
i dung which should have been used as natural fertilizer. The
t
other disaster is soil erosion. When the steep highlands
1 are deforested, their soil can easily been eroded and their
fertility to grow crops decreases from time to time. Because
of this, many previously habitable lands in these areas have
now been transformed into dry lands and deserts. This
vicious cycle is exacerbating the effects of the droughts in
the country mostly leading to severe and ever more frequent
crises. The 2003 famine, for example, affected more than 13
million people of the country and at least 6 million people
at an average suffer from permanent food insecurity every
year. Of course, as experts in the field argue, the problem is
aligned not only with deforestation but also has connection
with a small size of arable land that farmers cultivate every
year. To change the existing scenario, the green legacy which
is being implemented every year all over the country during
rainy seasons, has significant contribution in changing the
ecology of the country and agricultural productivity as well.

3. The other effect that results from overpopulation, of course

not peculiar to Ethiopia, is the poor state of women’s health.
If the size of the population and the per capita income of
the citizens do not strike the balance, it is difficult for any
government to sufficiently supply health facilities to citizens
in general and to females in particular. As reports from Save
the Children (2004) show, Ethiopia is one of the lowest
ranked countries where one out of every 14 women dies
from complications during pregnancy and 114 infants pass
away in every 1000 live births. Therefore, to stabilize the
population growth, increasing girls’ education and expanding
women’s empowerment is one of the highly recommended

10 solutions. In this regard, we all know that the current

Grade 10 English Textbook

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Reading: Population Growth n
Ethiopian government is taking practical measure, though i
t
not sufficient, in raising up the ratio of females officials
ranging from lower to higher levels of responsibilities in 1
different governmental offices. This kind of attitudinal
change is believed to have substantial contribution in
controlling the unplanned population growth. Generally,
despite the challenges Ethiopia is facing from both human
and nature, there are attempts to incorporate population,
health, and environment issues into the country’s poverty
reduction strategies.

4. Globally, over the last hundreds of thousands years, the

world population has grown to one billion then in just the
next two-hundred years or so, it grew sevenfold. In 2011,
the global population reached the seven billion mark and
today it stands at about 9.4 billion. This dramatic growth
has been driven largely by increasing numbers of people
surviving to reproductive age and has been accompanied by
major changes in fertility rates, increasing urbanization and
accelerating migration. The effect of population growth is
detrimental as long as the economy of a country is incapable
of providing the citizens with convenient environment that
guarantees potable and clean water, good accommodation,
decent clothing, hygienic food, conducive housing and even
pure air. In short, a growing population needs a growing
economy. It is crystal clear that there is no way people
can live conveniently and comfortably in the environment
without tampering with it. Hence, it is a must to comply
with the principles of environmental management within
the ambit of conservation, preservation, rehabilitation and
sustainability.
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Grade 10 English Textbook
u Reading: Population Growth
n
i 1. How can population growth, environmental
t
degradation and poverty integrate and affect human
1 life?
2. Why the people in the northeast highland areas in
Ethiopia are highly exposed to draught and famine
repeatedly?
3. How do the rich and the poor contribute to the
degradation of the environment?
4. How can humans protect the damage against animals
and plants?
5. How does women’s education and health affect the
population growth? Why women are in focus?

ʯ Activity 1.13
Instructions: Answer the questions given below and write your
answers in full sentences into your notebook
individually.
1. Be in pairs, write the main idea in each paragraph in
a complete sentence.
2. List down the problems that you have observed due to
population growth in the area where you are currently
living?
3. Do you think that you have your own contributions
in solving those problems connected to population
growth? How?
1.3.1 Vocabulary : Part I

ʯ Activity 1.14 Vocabulary: Part I

Instructions: Match the words taken from the above passage and
written at the left hand side with their contextual
12 meanings given at the right hand side individually.
Grade 10 English Textbook
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Reading: Population Growth n
i
“A” “B” t
1. immigrate (par1) A. leaving ones country and settling in
another country 1
2. degradation (par 1) B. money paid by the government or
organization to reduce prices
3. devastation (par1) C. all plants life in a particular region or
period
4. fauna (par1) D. all animals’ life in a particular region or
period
5. flora (par1) E. the state of being destroyed
6. subsidies (par1) F. changing to lower state
1.3.2 Vocabulary : Part II

ʯ Activity 1.15
Instructions: Look up each of the words given below in paragraphs
2, 3 and 4 and then write their contextual meanings
as they are used in the passage.

1. subsistent (par 2)______________________________

2. exacerbating (par 2)___________________________
3. cultivate (par 2)______________________________
4. substantial (par 3)____________________________
5. detrimental (par 4)____________________________
6. tampering(par 4) _____________________________
1.3.3 Word Formation

Using prefixes to form words

ʯ Activity 1.16
Instructions: Be in pairs, define what a prefix is and then try to
list down as many prefixes as possible from your
own experience.
13
Grade 10 English Textbook
u Reading: Population Growth
n
i ʯ Activity 1.17
t
1 Instructions: Individually, write words that go with the prefixes: anti,
im, in, re, dis, auto and co.

ʯ Activity 1.18
Instructions: Look at the words written in bold in the dialogue
below. Identify the prefix and explain its meaning
individually
Kia: Your paragraph is good but there are sentences that you have
included without a clear purpose. You have also used incomplete
sentences which do not make sense; moreover, there are overused
words which can reduce the interest of your reader.
Yenu: Thank you for your interesting and indispensable comments. I
know that you always write very good paragraphs and attain the
highest mark in our class. Would you give me further comments
that help me write well developed paragraphs?
Kia: When you decide to write a paragraph, first plan what and how
you want to write, second, prepare an outline which gives you
direction where your focus is. Third, write out your first draft
without worrying much about the errors that you are likely to
make. Fourth, do serious editing on the content, organization of
ideas, language use and mechanics. Fifth, rewrite the final draft
of your paragraph considering the editing you have done.
Yenu: Thank you for your valuable comments once again. You are
correct. I hadn’t had the ideas you have given me before I wrote
my paragraph. In the paragraph I had given you for comments,
there were not only the problems you mentioned but also I had
found out misspelt words which would create confusion to
my readers. I could detect them after I had given it to you for
comments.
Kia: Oh, that is awesome. You see, it is impossible at all to be absolutely

14 free from errors either when we write or speak. The main thing is
Grade 10 English Textbook
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Reading: Population Growth n
readiness to learn from others and improve oneself from time to i
t
time. Now, do you have time to improve your paragraph based on
the comments I have given you? 1
Yenu: Of course, I don’t have much time but I should accept your
comments and do my level best to write a better paragraph.
I had never found out any irrelevant comment. All of them
were convincing and constructive. As I have learnt from your
comments, first, I have to preplan what I ought to include into
my paragraph. During the second step, I should re-arrange the
sentences into their coherent order, include relevant ideas and
write the first draft. At the third step, I need to do editing and
finally I have to consider the editing I had carried out and
re-write the final draft. Am I correct or incorrect?
Kia: You are correct. That is interesting. You see, it is unthinkable
to improve one’s knowledge unless there is willingness to learn
from each other. Now, in my opinion, if you follow the steps I
have suggested to you, you can join the disconnected sentences
in your paragraph with the correct devices, enrich the content,
check your language use and increase its quality.

Š Short Note
A prefix is a word part that is placed before the root word.
Most commonly used prefixes in English are: re, in, im,
dis, un, mis, co, none, pro, super, hyper, circum, auto
and the like. A prefix usually changes the meaning of the
root word. For clarity, look at the following examples: take
and intake, tension and hypertension

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u Reading: Population Growth
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i 1.3.4 Phrasal Verbs
t
1 ʯ Activity 1.19
Instructions: First define what phrasal verbs are, list out those
you have already been familiar with and then
construct meaningful sentences using few of them.

ʯ Activity 1.20
Instructions: Be in groups of four, read each sentence given
below carefully, work out the contextual meaning of
each phrasal verb given in bold and then write it in
your notebook. The first one is done as an example
for you.
Example: Kadija always calls Hamid’s name amidst any of her
discussions with her friends; I think she has fell in his love.
Meaning(loved him from the depth of her heart)
1. The chair was so old that it fell apart when Zeberga
sat on it.
2. Is there an Ethiopian who does not fall apart if an
enemy manages to take over a piece of land from its
territory?
3. When generals think that victory at war front is
difficult, they order their soldiers to fall back.
4. Provided that I have no access to print books in the
library, I have internet resources to fall back on.
5. If you fall behind on your research work, it is
impossible to graduate from any Ethiopian university.
6. The dramatist has fallen down on the ground in the
middle of the play as he has a splitting-head ache.
7. When you fall for someone, it is difficult for you to
stop thinking about him/her.
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8. If lies are told repeatedly, several people fall for them i
t
without requesting for justifications.
9. When Sumoro had beaten the stem of the tree with a 1
long stick, many of the fruits fell off the branches.
10. Amajo had bought avocadoes and put them into a
plastic bag. When he got off the bus, all of them fell
out of the bag as it has had wide holes that he had not
recognized.
11. Those friends whose relashinships are founded on
benfits often fall out when their income reduces due
to different reasons
12. I want to travel to Russia to visit their vibrant
cultures but my plan fell through for I have not yet
produced a visa.

Š Short Note
Phrasal verbs are expressions made up of verbs and
prepositions. They are important in both spoken
and written English since they give strength to
the message. Notice that most phrasal verbs have
different shades of meaning. Though studying and
understanding each meaning is difficult, you need to
study the most frequently used and use them in your
verbal communications wherever or whenever the
situations require them.

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t
1
1.4 Grammar
1.4.1 Degrees of Comparison

ʯ Activity 1.21
Instructions: The following sentences are taken from the above
reading passage. Be in groups of three and discuss
the type of degree the writer has used and their
meanings.

1. As the population in these areas increases more and

more, land is deforested and over-farmed.
2. The fact is that the more a given area is populated,
the more the resources in that area are degraded by
both the rich and the poor though the frequency and
magnitude differ.
3. Eighty-five percent of the population in Ethiopia lives
in rural areas, mainly in the central and northeastern
highlands, where population growth and poverty are
much higher than in urban areas.
ʯ Activity 1.22
Instructions: In pairs, examine how a positive degree, comparative
degree and superlative degree are used in the text
below and finally write the rules that enable you
to use three of the degrees correctly in your own
sentences.

Mr. Tanga lives in Arba Minch town. He has three children. They
are Chubaro, Katinie and Gezmo. Academically, Chubaro is as
intelligent as Katinie and Gezmo is the least intelligent student
of the two. With regard to football, Katinie is as good as Gezmo
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but Chubaro is the worst. He does not like to watch any game i
t
on television let alone playing in the field. On weekends, three
of them like to visit the Nech Sar park, which is located to the 1
eastern direction of Arba Minch town. The park is one of the most
preferred tourist attractions in Ethiopia. Of course, in size, it is not
bigger than Omo National Park, which is located in South Omo
Zone. The more you travel in this park, the more your appreciation
and love about nature increases. Its sempervirent sceneries, the
endemic wild animals, the pure natural falls that come from different
directions never allow you to leave it. When they walk in the park,
Gezmo is the slowest of both as he has pain in his feet but Chubaro
is as fast as Katinie. Because of their equal speed, they always
talk to each other, make funs and finish their journey without any
feeling of tiredness. In terms of their learning styles, Chubaro is
the most confident student in his class; however, he is not as fast
as Katinie in responding to his teachers’ questions. Around their
village, Chubaro is most cooperative boy in working with other
youths to solve the problems of the dwellers.

ʯ Activity 1.23
Instructions: Below is a text with blank spaces. Individually,
decide whether the positive, comparative or
superlative degree of the adjective or adverb given
in parentheses is appropriate to complete each
sentence in the text.

Text I: Learning and Improving

Writing Skills

Writing is one of ________1 (important) language skills that

you should develop so as to succeed in your academic activities.
Because of this, English teachers are always advised to seriously
teach this skill______2 (careful) possible. You, as students, should
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i also give _______ 3 (many) attention to the skill than ever before
t
and practise it ________4 (regularly) possible. The understanding is
1 that the______ 5 (much) you engage yourself in meaningful writing
activities, the (good) you achieve the skill. Of course, few scholars
think that since it is the ________6 (challenging) language skill
of all others, it is difficult for several students to achieve it unless
teachers provide them with different supports such as explanations,
model texts and guidance. Currently, however, the widely accepted
belief is that the _________7 (little) the teacher interferes with the
students’ engagement in a variety of meaningful writing activities,
the _________8 (fast) they achieve the skill. The understanding
is that developing self-learning strategy is (good) than imitating a
model text, learning about it and striving to produce the same type
of text. Therefore, practising writing with meaningful activities and
checking the progress of one’s skills ________9 (regular) possible
can make most students reasonable and efficient writers.

ʯ Activity 1.24
Instructions: Use the correct form of degree of adjective given in
parentheses to complete the blank spaces in each
sentence individually.

1. Critical thinking is one of ______ (essential) life

skills that every student must develop as her/his own
personality. It is a skill that _____(often) people
develop it from active reading.
2. Which country is economically______(prosperous) in
Asia? Why has it developed ______(rapidly) than any
other neighbouring country in the continent?
3. In today’s global world, healthy competition is
_______(important) than depending on others.
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If Ethiopia, for example, mobilizes its citizens i
t
efficiently to increase productivity supported by
scientific knowledge, there are ______(many) golden 1
opportunities as in other developing countries striving
to emerge successfully.
4. Positive thinking is _____(good) than taking a
revenge. When a person begins to think reasonably
and widely, she/he will solve ____(difficult)
problem she/he has ever confronted in her/his life
with least sacrifices.
5. When you are just between the blue sky and the see, it
is a must to choose ____(less evil).
6. I would rather die ________(see) my country
fragmented.

Š Notes on Degrees of
Comparison
A. The Positive Degree
The Positive degree does not offer comparison. It just
tells us about the existence of two equal persons, objects
or situations. The persons or things compared in this
degree are often introduced with as….as or so……as. For
example:
1. Today’s English lesson is as clear as yesterday’s
but today’s illustrations are not so clear as the
yesterday’s ones.
2. Awoke is as strong as his friend, Tahiro.
3. Awoke is not so strong as his friend, Tahiro
B. The Comparative Degree
A comparative degree compares two persons, objects
or situations to show the lesser or greater degree of the
quality. This degree is often introduced with “than”.
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i When we use this degree, we add “-er” to adjectives of one or two
t
syllables and more or less when the syllables are more than two
1 or if the comparison is with adverbs. For more clarity, look at
the following examples

Slow-----slower, big----bigger, slow----slower strong-----stronger, happy-

--happier, beautiful----- more beautiful, slow----more slowly, clear----
-more clearly.
Important points you need to remember:
■ Do not use double comparatives
Example:
1. This sentence is more clearer than the previous one.(not correct)
2. This sentence is clearer or more clear than the previous one.
(correct)
■ There are adjectives that should not have comparative forms
because their meanings express the qualities to the highest
possible degree. Here are few of them: perfect, dead, single,
unique, round, square. The implication is that if something is
perfect, it cannot be a better or less perfect.
Example: Saron is more perfect in her spoken English than her
written one. ( incorrect)
■ Sometimes adding “-er” to adjectives is the same as using more/
less +adverb
Example
1. Aweno is quicker than Madalcho in answering questions in the
classroom. (correct)
2. Aweno answers questions more quickly than Madalcho in the
classroom.(correct)
■ If the adjective is of more than one syllable, it takes less or more
in its comparative form.
Example:

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1. Firehiwot is more intelligent than her sister Bezawit is. (correct) i
t
2. Firehiwot is intelligenter than her sister Bezawit is. (incorrect)
■ In modern English, the expressions, “than me” and “ than I” 1
are both acceptable.
Example: the waiter was angrier than I or the waiter is angrier
than me.
■ The words prefer, senior, junior, inferior are followed by “to”
not “than”

Example:
3. Mesfin prefers coffee to tea. (correct)
4. Mesfin prefers coffee than tea. ( incorrect)
■ Parallel strength or growth is expressed with double
comparatives
Here are some examples of double comparatives:
1. The more you read, the better you think.
2. The less money I spend, the more I save.
3. The less you worry about others, the more you aggravate your
own problem.
■ Take care in using the following irregular comparative forms:
good…..better, bad…. worse, many or much….more,
little…less
Example: Silence is better than talking nonsense.
Poverty is worse than death.

C. The Superlative Degree

A superlative adjective expresses the extreme or highest degree
of a quality. We use this degree to compare people, objects or
situations more than two in number. The pattern of this adjective
is the + superlative form of the adjective + noun (object).
Adjectives of one or two syllables or adverbs take”- est “and in
its irregular form least and most are used. When this degree is
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i used, it is common to use the prepositions in or of
t
Examples
1 1. Azalech is the tallest girl in the family; moreover, she
is the most intelligent girl in managing the family of
her siblings.
2. Rukia is the least active participant in English classes
but she is the most humorous girl of all us after class
time.

1.4.2 Simple Present Tense and Present Perfect Tense

ʯ Activity 1.25
Instructions: Here below are pairs of sentences given in simple
present and present perfect tense. Read them very
carefully and explain the meaning differences
individually.
1. Most of us often talk about others’ weaknesses but
we have never had information about our own weak
sides.
2. To err is human; no one has ever been seen so far
doing things perfectly without getting feedback from
others.
3. Currently, I see a great many people criticizing others
for their faults; I have never seen a person who
advises them how to reduce their pitfalls.
4. My daughter leaves for Harar tomorrow; she has
stayed with me for only few weeks.
5. Brown says, “the more number of languages
you speak, the better you think”. As I have been
impressed by this quotation, I have begun to learn
different languages being spoken in my community
24 since last month.
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I. The Simple Present Tense t
Uses 1
1. to talk about presently happening actions but cannot be expressed
mostly in continuous forms. Some of the verbs which are not mostly
used in –ing form are: see, hear, taste, think, consider, wish, love,
hate, feel, have, believe, trust, etc.
Examples:
1 Now I am understanding what he is teaching. (incorrect)
2 Now, I understand what he is teaching. ( correct)
3 I always think the positive side of any work but most people often
prefer to focus on limitations.
2. to describe an action that happens every day
Examples
1 My friend always speaks English; that is why he has now become
a fluent speaker.
2 She usually watches English channels; she pronounces words
nearly like native speakers.
3 We always discuss our assignments in English.

3. to talk about general truths or universal facts

Example: Blood carries oxygen in our body
4. To talk about future planned action
Example: Zumra leaves for London tomorrow.
5. to talk about past actions on the headlines of newspapers
Example: The headline in “The Ethiopian Herald English daily
says, “The Prime Minister Confers with the Russian
Ambassador to Ethiopia Yesterday
6. to narrate past action
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i Example
t
The book discusses the importance of co-existence
1 for mutual benefits. The author further argues that
when only people strengthen their unity, they achieve
substantial growth and prosperity.
7. To talk about timetables or schedules
Example: The film begins at 6 a.m. in the evening
.
II. The Present Perfect Tense
Uses
1. to describe an action that began in the past and is still going on right
at the time of speaking
1 Muhaba has worked in this office for the last forty years (still she
is working in the same office)
2 Andabo has not uttered a word to me since he arrived at the
station.
3 Writing a textbook is the most challenging academic activity that
I have ever faced
2. to express an action when the doer is not clearly known
Example: Someone has taken my bag.

ʯ Activity 1.26
Instructions: Use either simple present tense or present perfect tense
form of the verb given in parentheses to complete the text
given below individually.

1. Danitie_______(clean) her house everyday but today

she______ ( yet clean) it because she is too ill to
wake up from her bed.
2. Now, Mukura and Ayantu_______(love) their newly
born baby from their heart because they__________
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(think) that the baby is the only dearest gift they have i
t
ever had. Tomorrow they______(leave) for Addis
Ababa to show their baby to their mother-in-law. 1
They ___(never see) her for moths.
3. This is a new experience that I _____(ever have);
therefore, I am planning to get people who can
provide me with water tight comments. In fact, when
I do something new, I always _____(show) it to
someone whom I think is capable of helping me.
1.4.3 Using Relative Pronouns

ʯ Activity 1.27
Instructions: Using your background knowledge or by referring
to grammar books, read the dialogue conducted
between Feven and Melon and insert the correct
relative pronoun you think is correct from the
alternatives given in parentheses being in pairs.
Feven: Do you know Kurfa Chellie, Melon?
Melon: I am not sure but sometimes I hear father calling this name.
Feven: Oh, you should have known it. It is a small town _____ 1
(when/where) our father was born. He is a man who has passed
through different challenges in this town and reached this level.
Melon: Yes, you are right. I think the film _____2 (that/ whom) we
watched last week to some extent has connection with his
life.
Feven: Yes. You are correct. By the way, has he had a plan to write a
book?
Melon: Yes, I think now he is thinking of what and to_____3 (who/
whom) he is writing?
Feven: Yes, you are correct. He is going to write a book _______4
(whom/whose) focus will be on honesty and perseverance.

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i Melon: In my opinion, he also needs to take into account the current
t demands of the audience_____5(which/whose ) is often very
1 essential to produce a book of good reader.
Feven: Yes, of course. Most writers _______6 (whom/whose) books
have been widely accepted across the community often do this.
Melon: I agree with you. Any writer should first have sufficient
information about the audience_______7 (whom/who)
he/she is writing something. Otherwise, the effect will be
harmful.
Feven: Ok, bye. Take care of COVID 19______8 (wherever/whenever)
you go.

Š Short Note
A pronoun is a word that takes the place of a
noun. Relative pronouns are used at the beginning
of an adjective clause or a dependent clause that
modifies a noun. The three most commonly used
relative pronouns are who, which and that. The
pronoun “Who” has two other forms, the object
form whom and the possessive form whose. The
pronoun Who is mostly used as a subject (nominative
case) for people and whom is used as an object (as
accusative case).

Example
1 The musician who composed this music has been awarded an
honorary doctorate degree from Jimma University. (subject/
nominative)
2 Example b: The witnesses whom I interviewed gave me conflicting
evidences.(object/accusative)

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The pronoun “whose” can be used for people, animals or things to show i
t
possession or belonging
Example: The man whose daughter won the gold medal in the college 1
is a good reader.
Sometimes “of which” can be used for animals to show possession
Example: A dog of which one of its eyes is hurt is still very fierce
when a stranger comes to home.
“Which” is used for animals and things
Example: The book which I bought yesterday has a lot of errors
but I found it useful to teach different proverbs. (subject/
nominative)
Johnson bought the top hybrid car which will help him save on
gas. (object/ accusative)
That can be used for people, animals or things.
Example
1 The man that you visited him in prison has been found a scapegoat.
2 My car that I bought three years ago runs on electricity and gas.

That versus which

Both “That” and “which” are used to start two different types
of adjective clauses, called essential and non-essential clauses.
Essential (defining) (restricted) clauses always indicate a clause
that is essential to the meaning of the sentence because it defines
or identifies the noun it refers to. An essential clause does not take
a comma before it.
Example: Lelisa wore the shoes that he bought in Italy. (What shoes? The
ones that she bought in Italy. (The clause identifies the shoes.)
“Which” may also be used to introduce an essential clause.
Example: Lelisa wore the shoes, which he bought in Italy.
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i Which is used in a non-essential (non-defining clauses) modify
t
an animal or a thing. A non-essential clause is one that gives
1 secondary, non-essential information about a noun that has already
been fully identified. A non-essential clause is separated from its
noun with a comma:

Example: Lelisa wore her best leather shoes, which she bought in Italy.
Since Lelisa has only one best shoes bought in Italy, it is not
important to modify it with a relative pronoun.
Who vs whom
The relative pronoun “who” may cause confusion because it has
both a subject form “who” and an object form “whom”. The key to
choosing between these forms is to see what the pronoun is doing in
its own clause.
■ Use who if the pronoun is the subject of the verb in the
dependent clause.
Example: The people who just boarded the plane are patriots of
this country.
(The pronoun “who” is subject of the verb boarded.)
■ Use whom if the pronoun is the object of the verb in the
dependent clause.
Example: The woman whom I met in in Institute of Technology
campus is a perspicacious person.(The pronoun is object
of the verb met.)
■ Use whom if the pronoun is the object of a preposition in the
dependent clause.
Example: The agent with whom I spoke was able to help me.
(The pronoun is object of the preposition with.)

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1.4.4 Using suggest, should, ought to and had better i
t
ʯ Activity 1.28 1
Instructions: Complete the space in each sentence given below
with an appropriate modal verb. Note that you can
use more than one if you think that it is appropriate.

1. My teacher told me that I _________review my notes

every day. He is right. If I do not do this, my success
in my studies will be doubtful.
2. Do you think Carol _________ not to save her
money? She is planning to go to Europe this summer.
3. I am going to library now. Which assignment
_________ I do first?
4. My car’s gas tank is almost empty. I _________ fill
it up very soon. Otherwise, I _____ travel on foot
tomorrow.
5. If you are worried about getting fat, you _________
eat fruits and vegetables as frequently as possible.
6. I ______staying at home; it looks to rain very soon
7. Where _________ we have lunch today, at home or in
a restaurant?
8. My doctor feels that I _________take more physical
exercise than ever before because the sugar level in
my blood is going up.
9. ____________you to create your own job? I think
that is a reasonable decision because living on a
monthly salary is only for a hand-to-mouth life.
10. Ato Loranso ____________save some amount of
money carefully as he is to retire next year.
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Š Short Notes
■ The word “suggest” is used when you want to recommend
something politely.. It is followed by gerund ( –ing
form) and that; not by infinitive
Example:
1. I suggest taking a nap before going to work.(correct)
2. I suggest to take nap before going to work.(incorrect)
3. I suggest that you can take nap before going to work.
(correct)
■ The word should is used to show obligation, give
recommendation or an opinion.
Example
1. “You should stop eating sweaty food.
2. We should finish this work before the rain falls.
■ The modal verb “ought to” is used to express an
obligation, demand, threat or an expectation that
someone should do. Should” and “ought to” have the
same meaning although ought to is much more formal
and is not commonly used in spoken English.
Example:
1. You ought to listen to him carefully before you respond
to him.
2. We ought to pass strong decision to save our country.
Look at the affirmative, negative and question
(interrogative) forms:
1. Affirmative: You ought to talk to him courteously and
slowly.
2. Negative: You ought not to talk to him courteously and
slowly.
3. Interrogative: Ought you talk to him courteously and
slowly?
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1.5 Writing t
1.5.1 Guided Writing 1
Joining and completing sentences

ʯ Activity 1.29
Instructions: Join each pair of sentences given below using the
linking devices given in the table.
if for example because
moreover however

1. I support the argument “population Matters” ___ I think

that if we keep on growing, we are not only going to
damage nature but also we are likely to see more and
more inequality and human suffering.
2. The human population can no longer be allowed to grow
in the same uncontrolled traditional way. _____we do
not take charge of our population size and then nature
will do it for us.
3. To reduce the growth of population, humanity can
take different measures. __________, reducing the
unplanned consumptions of natural resources and
implementing family planning are among others.
4. Educating and empowering women and girls
and providing family planning information
enables more people to choose the size of their
families;______________, governments have to
produce clear policies that enable to address the
biodiversity loss we are facing.
5. Adding more people to our planet causes a large
number of problems;_______________, people are
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Š Short Note on the use of
sentence connectors
When you plan to write a paragraph (a group of sentences that
explains one main idea), you have to use different sentences.
To make the paragraph meaningful, your sentences need to
be joined with different connectors. Otherwise, the ideas in
your paragraph do not give clear meaning to your reader. For
detail, read the short notes given here below:
■ When you want to join two sentences that show reason, you
use such connectors as because, due to, owing to, on account
of, etc.
Example: We arrived home late owing to engine problem.
■ When you want to further explain your ideas with examples
(illustrations), you use the connectors such as for example,
for instance, suppose, the case in point, etc.
Example: Some wild animals are threatened with extinction;
Wallia Ibex is the case in point.
■ Some languages are used for a variety of purposes; English is
the case in point
■ When you want to add more information to the preceding idea,
you use the connectors such as moreover, furthermore, in
addition, etc
Example: Hunduma is an outstanding and diligent teacher;
moreover, he is polite and patient.
■ To connect two contrasting (opposite) ideas, you use the
connectors such as though, however, nevertheless, whereas,
on the other hand, on the contrary and the like
Example: Mazengia likes to read; however, he does not make

34 notes about the lessons he got from different books

Grade 10 English Textbook

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t
ʯ Activity 1.30
1
Instructions: Complete the sentences given below correctly in
your own words. The first one is done as an example
for you.
There is a theory which goes as, “population growth hardly brings
any harm as long as the economy grows harmoniously.”
1. Experts predict that the population in Ethiopia will
double in the next 30 years; therefore, ____________
____________________________.
2. However rapidly our population grows ____________
3. All Ethiopians should apply family planning
education, protect their environment and contribute
their share in expanding women’s and girls’ education
to control population growth, Moreover, __________
__________________________________.
4. We students have our own share in reducing the
growth of the population in our country.
5. For example, we______________________________
1.5.2 Using Punctuations

ʯ Activity 1.31
Instructions: Use period, question mark or exclamation mark in
the short text given below.

Hard working is essential not only to succeed in your studies but

also to enhance your skills of creativity Have you ever seen a lazy
person who has ever created anything new So, work hard until your
last breath
NB: Study the note given below to understand their use clearly
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i 1. We use full stop (period) at the end of any statement (a sentence that
t
gives us clear information)
1 Example: Alexander Fleming discovered penicillin.
2. We use a question mark at the end of a sentence that asks a question.
Example: Do you live to eat or eat to live?
3. We use an exclamation mark to express our strong emotions or when
we are happy, sad, excited, surprised, etc.
I wonder how our English teacher is a hard working person!

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n
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2. Travel Behaviors
t

Unit
2

t

Upon the completion of this unit, you will be able to

ͬ listen to a text and find out specific information and gist

ͬ work out the meaning of words used in the listening text

contextually and use them into your day-to-day communications

ͬ pronounce English vowel and consonant sounds intelligibly in

oral communications.

ͬ share experience with your partner about their own travel

experiences, if any

ͬ explain the measures that should be taken to reduce traffic

accidents in Ethiopia

ͬ describe traffic rules using appropriate language orally

ͬ give short instructions on traveling behaviors orally

ͬ familiarize yourself with travel behaviors discussed in the

passage and apply them when you travel into big cities

ͬ identify different word formation patterns and use them correctly

in your communication

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n
i
t
ͬ familiarize yourself with the meaning of the phrasal verbs such
2
as fill in, fill up, etc., and use them both in your spoken and
written English

ͬ acquaint yourself with the patterns and uses of simple past tense
and apply it correctly for different communicative purposes
when/where necessary.

ͬ familiarize yourself further with punctuation rules and use

them in writing sentences, paragraphs or essays

2.1 Listening: Travelling and Places

ʯ Activity 2.1
Instructions: Before you listen to the passage entitled “Omo
National Park”, discuss the following questions in
pairs and report your answers to the class.

1. Have you ever travelled

to a new place?
2. Where is Omo National
Park?
3. Can you predict what you
will visit in case you go
to this park?

Fig. 3: The landscape of Omo National Park

Acti .2

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u
n
i
ʯ Activity 2.2 t

Instructions: Now, listen to the passage that your teacher will 2

read twice to you carefully, take important notes
and write one main idea from each paragraph.
1. __________________________________________
2. __________________________________________
3. __________________________________________

ʯ Activity 2.3
Instructions: Individually, think of the place that you have visited.
Describe its geographical locations, exchange your
description with your friend and give comments to
each other.

2.2 Speaking
2.2.1 Pronunciation

ʯ Activity 2.4
Instructions: Match the words given on the left hand side with
the type of vowel that they contain.
NB: Let visually-impaired students be dictated by their friends
and then identify the words with short and long vowel.
A B
________1. short [a] A. after
________2. long [a:] B. lack
_______ 3. short[ i] C. beast
_______ 4. long [ i:] D. limit
_______ 5. short [o ] E nose
_______ 6. long [o:] F. long
_______ 7. short [u ] G. food
_______ 8. long[ u:] H. mute
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t I. Pronouncing [ai] [ei] diphthongs
2 Look at the following examples:
[ai] : lye, write , night
[ei] : lace, lane’ day
Miscellaneous Practice on Vowels

ʯ Activity 2.5
Instructions: Look at the pairs of words (heat/hate), (set/seat),
(peak/peck), (read/raid), (soon/sun). Your teacher
will read one of them in a sentence loudly to you.
Listen to her/him, identify the word and write it
down into your notebook.

II. Pronouncing different consonants

The consonant [p] and [f] are sometimes difficult for some Ethiopian
students.

[P] is pronounced by bringing your upper and lower lips together and
sending out the puff of air. Now say out the following words after your
teacher: press, potato, stop, premium, pregnant

[f] is pronounced by putting your upper teeth on the lower lip. Now
say out the following words after your teacher: first, flavour, figure,
final, rough, laugh [la:f].

2.2.2 Giving Advice and Warnings

Giving advice to people who need it is one way of solving social

problems. Accordingly, we give advice to people using different
words or expressions. In addition, to protect people from possible
danger or penalty, we give them warning.

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ʯ Activity 2.6
2
Instructions: Be in groups of four, read each situation given
below and give pieces of advice to the person who is
in need of it.

1. Nasir studies hard but his result on examinations is

not satisfactory. He often finishes doing questions
before all students and gives it back to invigilators.
You see Nair,_____________________________________.
2. Solomon graduated from a University with degree and
ccurrently he is searchig for job vacancies that enable
him to earn attractive salary. He has never thought of
any other options such as creating his own job ethier
being alone or with his friends. What do you advise
him?
Solomon, _______________________________________
3. Mohammed and Ashenafi have started to take drug
and their behaviours are changing these days.They do
not attend classes properly and study their courses as
they used to do previously.They are in bad conditions.
Advise them. __________________________________
4. One of your friends is repeatedly borrowing money
from you and does not give you back. Give him
warning _______________________________________
5. One of the school rules says, “Don’t come to classes
with tousled hair” but Toga always likes to have such
type of hair style. The director of the school is nearly
to send him out. Give him a strong warning to avoid
such misbehaving.

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Š Short Note

We use “must”, “have/ has to” to give strong warning

or advice and we use “should” or “ought to” to give
weaker form of warning or advice. We use “suggest”
and “had better” when we want to give advice in a
polite way”.
Examples:
1. Obang, you are not feeling well today. Your pain is
aggravating seriously. You must visit a physician
immediately.
2. Cheating on examinations is a very serious academic
crime, so you have to always work by your own and
never let others copy your answers.
3. Life is always dependent on the existing situations;
so when you face a problem, you ought to avoid
frustrations and adjust yourself with the realities.
4. The weather condition is foggy; it seems to rain very
soon. Hence, you had better carry an umbrella.
5. If you want to pass the entrance exam successfully, I
suggest reading this book between lines.

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ʯ Activity 2.7
2
Even if majority of you are living in rural areas where there is no
heavy traffic movement, it is common one day to travel to big cities
and walk on modern roads. Because of this, it is always important
to know the traffic rules and apply them properly to save your life
from the possible car accidents or save others too.

Instructions: The following are incomplete sentences that give

advice to travelers about different traffic rules. Be in
a group of four, read them and complete the spaces
with the correct word/phrase.

Pedestrians are always advised to take their __________1 hand

side because they can easily see the
vehicles that are coming from the
front side. When the red traffic light
beams, it is meant for all vehicle
drivers to______________2 but when
the green one gives light, they can
_______________3 the road. The
yellow light gives______________4.
When You decide to cross from
one direction to another, you should walk quickly and never
__________5 on your mobile telephone
Fig. 4: Traffic lights and their meaning

NB: Visually impaired students are advised to use guides who have
sufficient knowledge about the traffic light rules

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2
2.3 Reading: Travel Behaviors
ʯ Activity 2.8
Instructions: Be in pairs and discuss the following questions
before you read the passage given below.

1. What are the precautions you take to protect yourself

from thieves and car accident if you are to travel into
a big city for the first time? Why?
2. Discuss the meanings of the following words with
your neighbouring student: behaviour, pedestrian,
sidewalk, pick-pocket, traffic pick.

Fig. 5: Traveling in Big Cities

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ʯ Activity 2.9
2
Instructions: For items (1-3), read the passage silently and then
match each of the main idea with the paragraph it
refers to and write the number in the space provided.
For items number 4 and 5, infer from the passage
and give your answers in one sentence for each.

1. Travel is something which people do every day. It is very

cumbersome to avoid the need to travel since it is one of the
human behaviors. Travel may be a trip to school, university
or to work. Travelling can often take a long time especially
when great distances need to be covered. For some people,
travelling is fun. For others, it is a terrible ordeal that even
leads them to sickness. This means that they will become very
unwell each time they travel. People travel for many different
reasons. Some travel for business, some for pleasure and some
for educational purposes. Today, travelling is considered as
one of the important human activities for different reasons.
It is a means to know more about the things which we
have not yet known. It is also a wonderful experience to
visit places of interest and natural attractions. When people
do this, they broaden their mind and keep themselves away
from the monotony of everyday life. That is why travel is
part of the education system in many country’s curricula.
Unless people in one area travel and learn about the culture,
history and tradition of different people, they cannot widen
their mind. It is because of this that some economically
strong countries cover the full accommodation cost of their
students and send them to different countries to visit their
heritages and cultures.
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i 2. Travel behavior refers to the complicated decision-making
t
process of travelers during a trip regarding the choices
2 of travel mode, route, departure time, destination and so
on. Travel behavior has strong connection with physical
movement outside the reference location of a person. The
reference location is the place to which the person returns at
the end of the day. This is mainly the home of the traveler;
of course, it might also be the room in the hotel or some
other short-term bases. Actual travel behaviors are often
interdependent with the beliefs, attitudes, and values of the
traveler. This means, the beliefs, attitudes and values of a
traveler influence her/his travel behaviours and the vice-
versa. As a result, when you plan to travel somewhere, you
should predetermine your purpose, the time you need to
arrive at your destination, the amount of money you need
for your journey and the presence of important items such
as medicine, cell-phone, bank book, water and other things
that you frequently need.

3. Most travels are the experience of people in big cities.

Though travelling in big cities is enjoyable and interesting,
you are required to be familiar with different rules and
regulations especially if you are a strange. To begin with,
if you are a pedestrian, you should know the traffic rules
very carefully as the number of road users and vehicles is
overwhelmingly large. When you want to cross roads, you
need to know the meaning of the traffic light and take your
way accordingly. If you do not know their meaning, you have
to ask people around you or follow other travelers and cross
the road safely. When you do this, you protect yourself from
traffic accident. Second, since the mobility in big cities is
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very high, you should walk on the paving or sidewalk that i
t
is allowed for pedestrians. You are not only required to walk
on the paving or sidewalk, you are also compelled to take 2
your left side because you can see the vehicles that come
from the front side easily and protect yourself from car
accidents especially during rush hours. Third, take only the
amount of money you need for the day and avoid wearing
valuable ornaments as they expose you to thieves. For this
reason, you need to take maximum care when you walk on a
very crowded place as most pick-pockets prefer such places
to loot different items of value. All in all, though travelling
into cities is enjoyable and pleasant, it needs maximum care
to protect oneself from different unexpected harms.

____ 1. A new traveler in big cities first should be aware of traffic rules
and other prohibited actions before she/he starts to travel in big
cities.

____ 2. Travelling is one means of acquiring knowledge and entertaining

oneself.

_____3. Decisions on the destination the traveler plans to reach, the

purpose for the travel, the amount of money she/he needs and the
type of mode of transportations she/he chooses to use are travel
behaviours.
4. According to the passage, how can visiting the cultures and values of
other people help to enrich one’s scope of thinking? ______________
________________________________________________________.
5. Why do you think that the actual travel behaviors are often
interdependent with the beliefs, attitudes, and values of the traveler?
________________________________________________________
_______________________________________________________

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ʯ Activity 2.10
2
Instructions: Discuss the questions below in pairs and report
your answers to the class.

1. Studies show that 80% of the car accidents in

Ethiopia happen due to the problems related to
drivers. To have more careful drivers, what should be
done? Discuss in a group of three.
2. Do you think that you have your own contributions in
reducing traffic accidents? How and why?
2.3.1 Vocabulary

ʯ Activity 2.11
Instructions: The words below are taken from the passage.
Individually, match those given under column “A”
with their contextual meanings given under column
“B”
“A” “B”
_____1. cumbersome (par 1) A. boring because of repetitions
_____2 ordeal (par 1) B. difficult or challenging
_____3. Pleasure (par 1) C. a course of study offered in
schools or colleges
_____4. curricula (par 1) D. feeling of happiness or
satisfaction
_____5. monotony (par 1) E. painful experience

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ʯ Activity 2.12
2
Instructions: The words below are also taken from the passage
given above. Read it again individually, work out
their meanings and write your answers in the spaces
provided.
1. interdependent (par 2)_________________________
2. predetermine (par 2)__________________________
3. pedestrians (par 3) ___________________________
4. overwhelmingly (par 3)_______________________
5. paving/sidewalk (par 3)_______________________
6. pick-pocket (par 3)___________________________

2.3.2 Phrasal Verbs

ʯ Activity 2.13
Instructions: Be in pairs, look up the meanings of the phrasal
verbs given in the table below from a dictionary or
other thesaurus sources and fill in the blank spaces
in the short text with one of them.
fill in fill out fill up fix up
flip out float around follow up
fool around freak out find out

How I Spent Last Monday

First, I had to go to the company where I had been called to sign an

agreement and begin a new work. As I entered the office, I did not
know what to do. The office was ______1 with a crowd of customers.
Thanks to the polite secretary; she _____2 me_____ with sufficient
information about the rules and regulations of the organization.
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i Having done this, she gave me a form on which I have to _______3
t
lots of information about myself in the spaces on the document. I did it
2 accordingly and then I immediately drove my car to the gas station
to ________4 my car tank with gas. Next, I went to a book shop to
buy a book for my daughter. I entered one of the bookshops around
Saint Gabriel Church and moved around the shelves. After searching
for minutes, I ____ 5 a newly published book which was of her
interest and bought it for hundred Birr for her. In the afternoon, I
went to the organization where I had been giving volunteer services
as I had appointment with friends to ________6 an old house for
the old woman who cannot live by her own. By the time I arrived
there, no one had been around, so I was ________7 due to their
procrastination. All of the sudden, one alms-seeking old man
approached me and asked me for some money. I was sympathetic
to him so I tried to take out my purse and give him ten-Birr but I
could not find my purse though it was _________ 8 the place where
I was sitting. I have the belief that helping the needy is getting the
top most satisfaction for oneself but it is also equally important to
__________9 how and for what purpose they use the money for.
They may_______ 10 with the money by taking so much alcoholic
drinks and affect their health.

2.4 Grammar
2.4.1 Reviewing Simple Past Tense

ʯ Activity 2.14
Instructions: Be in pairs and identify all the verbs written in
simple past tense form in the short text given below
and discuss the reason why the writer chose this
tense.
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Google’s founders, Larry Page and Sergey Brin, met in 1995 when i
t
they were in their twenties and graduate students in computer
science at Stanford University in California. They realized that 2
Internet search was a very important field and began working
together to make searching easier. Both Page and Brin left their
studies at Stanford to work on their project. Though they have been
successful in creating the software, surprisingly, they have never
returned to finish their study for their degree.

ʯ Activity 2.15
Instructions: Individually, write a paragraph of five to seven
sentences that describes the activities you did
yesterday.

Note that a paragraph is a group of sentences that mostly discusses

one main idea. The sentence that consists of the main idea is called
the topic sentence. All other sentences that build the topic sentence
are called supportive details. You can begin your paragraph like
this.

Yesterday was a day on which I accomplished lots of activities. As

I got up from my bed, I went to toilet. room.__________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________

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2.5 Writing
2.5.1 Practising Writing Different Types of Sentences
Based on their Structure

Sentences in English are classified into four groups based on their

grammatical structure. They are: simple, compound, complex and
compound complex.

ʯ Activity 2.16
Instructions: Be in groups of four, read the short text given
below and identify the simple, compound, complex
and compound-complex sentences based on your
background knowledge.

1.Kayamo is a known patriot in his village. 2. He always likes to

sing patriotic songs but his brother Huriso likes to write poems. 3.
Though both of them have not completed their secondary school
education due to different problems, they are intelligent enough to
understand ideas and solve problems. 4. When the neighbouring
people have social problems, they come to them to get advice but
both of them have no time to help all of them.

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Š Short Note I
2
A simple sentence is a sentence that has only one clause.
In another way, It is a single statement. It can be written
in four different ways:

1. with a single subject and a single verb

Example:

Halefom visited Wolaita Sodo town yesterday.

2. with compound subject and single verb

Example:
Halefom and Wegaso visited Wolaita Sodo
town yesterday.

3. with single subject and compound verb

Example: Halefom visited Wolaita Sodo and went

back to Addis Ababa.
4. with compound subject and compound verb

Example: Halefom and Wogasso visited Wolaita Sodo

and went back to Addis Ababa

Š Short Note II
A compound sentence is a sentence that consists of two
sentences(independent clauses) joined by connectors
such as and, but, or, for, yet, for, nor
Examples:

Ujulu likes reading and Megersa prefers to listen to TV.

The former likes to eat fish but the latter is allergic to it.
Today they did not go out of the campus to visit the sides
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i of River Baro for they are busy with their assignments.
t
Both of them like to visit Addis Ababa; yet, they do not
2 have enough money for the fair and accommodations.
They are known in the campus for their good manners.
They never offend people unless things are beyond their
capacity nor overlook others’ cultures and religions.

Š Short Note III

A complex sentence is a sentence that consists of
one main clause and one or more subordinate clause.
Subordinate clause is often introduced with subordinating
conjunctions such as: although, even if, as if, after, when,
since, as, while, etc.
Example
Halima is currently living in Jigjiga. Although she likes
her birth place, mostly she prefers to live in Dire Dawa
City. She had preferred to live in that city after her niece
came back from Saudi Arabia and decided to reside there.
Even if her niece loves Ethiopia, she often behaves as if
she were a foreigner. The main reason is the influence
of the Saudi Arabians’ culture she has been adapted to
it. Since she is a strong Muslim religion follower, she
does not need anyone to disturb her during her praying
time. When she goes to mosque, she always keeps some
amount of money and gives to the poor who cannot live
by their own. One more thing, even if she is a devoted
Muslim religion follower, her social life with Christians
is surprisingly a model for others.

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ʯ Activity 2.17 t

Instructions: Individually, write your own four simple sentences

2
in four different ways, four compound sentences,
four complex sentences and four compound-
complex sentences and exchange your work with a
partner and then give and take comments. If you
face a problem, refer back to the notes you have
been given above.
2.5.2 Summarizing a Text

ʯ Activity 2.18
Instructions: In pairs, discuss the following questions:

1. What is a summary writing?

2. Have you ever summarized a written text ? If your
answer is “yes” to the above question, what are the
procedures you have followed in summarizing the
text?
3. Is the skill of summary writing important for students
like you?
4. What are the most important guidelines you follow in
summarizing a given text?

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2 Š Short Note

A summary is the short form of the original text written

in the writer’s own words. It is an important skill that
you, as a student, should develop so as to be successful in
your academic activities ranging from secondary school
to university. When you write a summary of a text, do not
try to insert any of your own opinions, interpretations,
deductions or comments. Instead, understand the main
points in the original text and write them in your own
few sentences. The last sentence of your summary should
wrap up or give conclusion to summarized ideas in your
own words. Mostly you can summarize a text if only you
know what the original text is all about. To do this, read the
original text until you grasp the main ideas. Even if you
have memorized all the facts in the original text, it does
not necessarily mean that you have understood the original
text. That is why academically outstanding students always
manage to read a text and attempt to summarize it as they
engage themselves in the reading task. For example, if
they are able to write a one- or two-sentence summary of a
paragraph while reading it, then that is a good sign that they
have correctly understood the text.

Let us see how the following text has been

summarized.

Plagiarization is an act of taking someone’s words or ideas

as if they were your own. Plagiarism can result in your work
being destroyed. It is a serious theft that degrades you and

56 destroys the value of your work. It can result in expulsion

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from your academic institution, in some cases, permanently. t
In some countries it can result in legal actions such as
penalties by money or being imprisoned. Nowadays it is a
2
pressing problem across the world so take care of yourself
when you write essays, assignments or researches. If you
borrow ideas, try to acknowledge the owners appropriately.
The above text can be summarized as follows:

Plagiarization is one of the criminal acts in the academic

world. It reduces the credit for your works thus keep
yourself away from such illegal act as much as you can by
acknowledging the writers from whom you have borrowed
ideas

ʯ Activity 2.19
Instructions: Individually, read the text given below and finish
the summary in your own sentences.
English is an international language which has a number of benefits
to different people in the world. It is a language that brings people
of the world together in the area of trade, diplomacy, sport and the
like. If you see the benefit of this language in our country, Ethiopia,
it is used as a medium of instruction. Students in secondary schools
and universities acquire knowledge through this language. In
addition, proclamations and different documents are written both
in federal languages and in this language side by side. Therefore,
learning this language and developing the skills is unquestionably
one of the aims of our education system.

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i Summarizing the above text
t
English has a number of benefits internationally. People need
2 it,for example, to do business, communicate with each other, get
information from Internet and watch different sport events. In the
case of our country, _____________________________________
_____________________________________________________
________; therefore, ____________________________________
_____________________________________________________
____________________________________________________.

ʯ Activity 2.20
Instructions: Read any text that is relevant for your academic
progress not more than six paragraphs. Summarize
it and submit your work to your teacher for
evaluation. Make sure that when you submit your
summary, you have to attach the original text to it.
2.5.3 Describing People
Description is a type of writing that gives information about the
physical appearance, personality, the age, dressing style, hobbies
and likes and dislikes of a person or the topography of a place or
different events that have taken place in different situations. In brief,
it is a type writing that gives you the picture of a person, place or
event through words. When you write a descriptive paragraph or
essay, it is a must to use different adjectives and adverbs. Therefore,
you have to be familiar with most of them. As example, look at the
adjectives and adverbs you use in describing a person
Example: hair: long, curly. Straight, bald, receding, trimmed,
ringled, tousled, plaited, dressed. Pony-tails, etc
forehead: high, low, medium, etc.
nose: turned up, pointed, aquiline, flat, etc.
eyes: small, big, big, short, brown, red, blue

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face: long, circular, oval, square, of dark complexion, of red i
complexion, with beard, mustache, wrinkled, mesmerizing,
t
comely, attractive, gorgeous, pretty, haggard, gloomy….. 2
height: tall, short, medium, dwarf….
weight: fat, slim, plump, medium, over-weight, under-weight, etc
age: in my early twenties, mid-twenties, late twenties, young, adult,
old, twenty years old, twenty years of age…
clothing: Ethiopian traditional, western, apron, scarf, blouse,
skirt, sweater, jacket, suit, jeans trouser, gabi, kuta,
overall, traditional dress, rob
personality: cheerful, sad, honest, cheat, genuine, diligent,
patient, hasty, sociable (outgoing), gregarious,
lonely, stingy, mischievous, spendthrift, reasonable,
far-sighted, long-sighted, kind, cruel, cooperative,
suspicious, trustworthy….
hobbies: gardening, playing football, discussing with people,
visiting friends, reading, excursion, watching television,
listening to hymn
likes and dislikes: favorite food, colour, music, person, etc

ʯ Activity 2.21
Instructions: Look at the picture given below thoroughly and
then write a descriptive paragraph of maximum
ten sentences individually.
For example: You can start
your description as follows:

The man is of medium hieght. He

is about 1.65 m high. His head is
bald_______________________.

Fig. 6: An Old Man Standing on the Road

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2 ʯ Activity 2.22
Instructions: Individually, copy down the following sentences
into your notebook carefully, insert a comma where
necessary based on your background knowledge or
by referring to appropriate sources and explain why
you have decided to use it.

1. After Mehari had left the scene of the accident he

tried to forget that it had happened.
2. Oil which is lighter than water rises to the surface.
3. If you try to work out the meaning of the word
nice some of them are contradictory.
4. The contractor who entered into the agreement last
year testified that the house was completed and that
the work had been done properly.
5. The book contains proverbs phrasal verbs the
meaning of everyday expressions and short stories.
6. After kibru had left the organization the business of
the organization reduced significantly.
7. Dear Tulema I am writing this letter to you to share
the victory achieved.
8. February 29, 1896 ,the day on which Ethiopians
uprooted the wrongly established thought of the
white, has always been commemorated throughout the
peace-loving nations in the world
9. The prevalence of peace needs contributions from
each citizen doesn’t it?
10. Shakespeare says “fear not to die but fear

60 purposeless death.”
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11. Kill him not leave him. (Assume that the purpose of i
t
the order is not to kill the person)
12. After a good washing and grooming the pup looked 2
like a new dog.
13. The ginkgo tree whose leaves turn bright yellow in
autumn came to this country from Asia.
14. Go to the first traffic light turn left and then look for
a yellow brick building on the north side of the street.
That is the house of the new mayor
15. Be a person of excuse far-sighted and resourceful
but don’t hold grudges
I. Using Fullstop, Comma, Semi-colon and Colon
ʯ Activity 2.23
Instructions: Use full stop, comma, semi-colon or colon in the
following text where necessary and explain your
reasons why you have decided to use each of them.

When we write in English we use possibly different punctuation

marks comma period (full stop) quotation marks question mark
exclamation mark hyphen colon semicolon apostrophe etc these
punctuation marks are seriously essential in writing because they
have the power to change the meaning of idea therefore students
must learn how and where to use them and practically apply them
into their writing. If we simply see how a comma changes the
whole meaning of a sentence let us see the following example let
us first eat mother if the writer does not put the comma properly
at the right place it is difficult or confusing for the reader to get the
meaning.

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2 Š Short Note

Use comma in the following situations:

1. to separate independent clauses when they are joined by
subordinating conjunctions such as therefore, moreover,
however and the like
Example: Patience is an important quality of a person;
however, it needs maturity and critical
thinking.
2. to separate off the subordinate clause from the main
clause but do not use comma when the main clause
appears initially
Example:
A. Because the situations are not convenient for him, he
decided to disseminate pretexts. (correct)
B. He decided to disseminate pretexts, because the
situations are not convenient (incorrect)
3. To separate words given in series in a sentence
Example: To speak English fluently, it is a must to
develop your listening, speaking, reading,
writing and other sub-language skills as best
as you can.
4. To separate introductory phrases in direct speeches
Example: Tihitina says, “Education is the most important
activity in my life.”
5. Before sentences that are followed by tag questions
Example: I am sympathetic to children begging in

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streets, aren’t I? i
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6. In relative clauses to separate off the non- defining clause but
do not use comma when the clause is introduced with “that”. 2
Example:
A. Those students, who frequently listen to English media,
significantly improve their Listening skills. (correct)
B. Those students, that frequently listen to English media,
significantly improve their Listening skills. (incorrect)
7. To set off phrases at the end of the sentence that refer to the
beginning or middle of the sentence.
Example: Nancy waved enthusiastically at the docking
ship, laughing joyously.
Semi-colon
■ Use a semi-colon in the following situations
1. to join two related independent clauses in place of a comma
and a coordinating conjunction (and, but, or, nor, for, so, yet).
Example:
A. Our government wants different investors to involve in
different investment activities in the country; important
infra-structures have not yet been well constructed. This
sentence can be rewritten with the same meaning:
B. Our government wants different investors to involve in
different investment activities in the country; however,
important infra-structures have not yet been well
constructed.
2. to replace a period (full stop) between related sentences when
the second sentence starts
3. with either a conjunctive adverb or a transitional expression,
such as, for example, for instance, that is, besides,
accordingly, furthermore, otherwise, however, thus, therefore.
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i Example: Kapurie worked for many hours on all his homework;
t
nevertheless, he was unable to finish all of it.
2 4. Courses in universities require students to write essays, research
papers and reports; therefore, you must improve your
writing skills from time to time.
Colon
■ Use colon in the following situations:
1. to introduce lists in a sentence.
Example: The following skills are important when you join a
university: writing and speaking in English, taking
important lectures, managing your time and cooperating
with peers.
2. when the second sentence explains, illustrates, paraphrases, or
expands the idea in the first sentence.
Example: He got what he worked for: his promotion is accepted by
all of his colleagues.
3. to separate hours from minutes with no space before or after the
colon.
Example: Our English teacher arrived at the classroom at
8: 20 a.m..
4. to separate chapter from verse in biblical references with no space
before or after the colon.
Example: Psalm 17:25

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Unit
3. Punctuality
3

Upon the completion of this unit, you will be able to:

ͬ pronounce short and long English vowel and consonant
sounds intelligibly
ͬ listen to a text, find specific information and gist
ͬ associate the facts in the passage with your own life

ͬ use some of the selected words from the listening text in

your everyday communications when situations demand
them
ͬ engage yourself in different conversations
ͬ read, interpret and process the main points in the reading
passage.

ͬ familiarize yourself with the meaning of the words taken

from the reading passage and use them in both spoken and
written communications

ͬ identify different word formation processes and use the

correct form in different sentences

ͬ familiarize yourself with the meaning of different phrasal

verbs and use them both in your spoken and written
English.

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ͬ acquaint yourself with different forms of adverbs of time
3
and use them in their correct form in different forms of
communication

ͬ use the parenthesis and brace correctly in different writing

ͬ write a sensible narrative paragraph

Fig. 7: Unpunctual student disturbing the class

3.1 Listening: Punctual Students

NB: Please, students who are not visually impaired, give oral
explanations about the picture to your visually impaired classmates.

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ʯ Activity 3.1 t
3
Instructions: Now, you are going to listen to a passage. Before
you listen to the passage, discuss the following
questions in groups of four and report your answers
to the whole class.

1. Are you punctual for different appointments or

events?
2. What is your opinion about the Ethiopian culture with
regard to punctuality?
3. List down the different benefits of punctuality in
human life.
4. Discuss the meaning of the following words so
that you can understand the passage with fewer
challenges: punctuality, respect, confidence,
tardiness, procrastination, conscious, commitment.

ʯ Activity 3.2
Instructions: Listen to the passage carefully when your teacher
reads to you and fill in the blank spaces with the
correct word or phrase individually.

Punctuality is a habit of attending a task on time. In a

wider sense, it’s a habit of doing things at the right time.
Punctuality is the key to get _______1 in everyone’s life.
Enough has been said and written about the __________2 benefits
of punctuality. Time conscious people understand punctuality not
only just because it is a valuable behavior but also because it lets
them live a stable, secured and self-confident life that can be a role
model in the community. Consequently, top people in the field of
business, sports, politics and arts are always punctual and that is
always visible in their everyday activities.

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i When we link the matter with students’ life, it is of many
t _________3. First, if a student is punctual, she/he gains respect
3 and social acceptance from all members of the school community.
Second, punctual students free themselves from conflicts that may
result from failure to meet deadlines for submitting assignments or
reports. If you, as a student, has promised to study something or
complete an assignment before or on time but were unable to do so,
then you essentially break the promise. On the other hand, if you
submit the assignment on or before time, then your class teacher
and classmates will see you as a student with___________4.

Third, punctuality gives students the __________5 they need in

life and plays a very vital role in increasing their academic success.
Punctuality serves as their own_________6 that symbolizes their
discipline, strictness, time management skill and commitment to
success. Fourth, punctual students develop a sense of self-confidence
and_________7. Because of this, everyone feels confident when
such students are given responsibilities either when they are at
schools or join the world of work because punctuality is one of the
requirements that enable them discharge responsibilities trusted up
on them efficiently and effectively. Fourthly, punctuality is just one
of the several requirements to live a _______8 life. Once students
become punctual in all of their daily dealings, it will help them
kick away laziness and negative attitude from their life. It also
has a chain reaction on other aspects of their life as it helps them
become better citizens. In general, when students__________9
the benefits of punctuality in their mind and always strive towards
its implementations, they always plan in advance, evaluate
progress, work hard to be clear about what they want from life.

ʯ Activity 3.3
Instructions: Discuss the questions below in groups of four.

1. Why we Ethiopians are always criticized for

unpunctuality?

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2. What is the most important idea in each paragraph? i
t
3. Have you decided to become punctual as a student
and when you live in the community? 3
4. How can you contribute your share in instilling the
concept of punctuality in the community you are
living?

3.2 Speaking
3.2.1 Pronunciation

I. Practising Pronouncing the Vowels: [æ] [ʌ] and [ə]

Practise pronouncing the following vowels right after your
teacher.
[æ] as in: cat, man, catch, can, pat, catalogue, jacket, jaguar
[ʌ] as in: up, but, bunch, famine, unrest, up, much, cut, , hug
[ə] as in: the, about, above, us, approve, cotton, cover

ʯ Activity 3.4
Instructions: Identify the word which consists of the vowel sound
given in the square brackets from the alternatives
given in parantheses.

1. Which one of the following words has [æ] sound?

(charity/lament/garden)
2. Which one of the following words has [ʌ] sound?
(discover/manager/endeavour /stratum)
3. Which one of the following words has [ə] sound? (fire
cordial/ cotton)

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i II. Practising Pronouncing the Diphthongs [au] and [oi] and
t
the Consonants [č] and [š]
3 Repeat the words given below after your teacher.
[au] as in: faucet, august, draw, haul, launch, cause
[oi] as in: boy, toy, boil, coin, join, soil, foil, soil
III. Pronouncing the Consonants: [č] and [š]
[č] as in: church, chair, chewing, bench, fetch, pitch,
[š] as in : mention, sheep, ship, show, push, finish
3.2.2 Expressing Personal Thoughts and Beliefs
To express beliefs and thoughts, we use the expressions such as:
I think……I don’t think
I believe…..I don’t believe in
I know…… I don’t know
We use the verb “believe” when we want to express something
based on truth or our conviction but we are not fully confident
whether the fact or our conviction is well accepted by our listeners.
We use “think” to state our opinion. It is personal view subject
to criticism and disapproval. We use “know” when we have
information in our mind.

ʯ Activity 3.5
Instructions: One of you plays the part of Momina and your
partner that of Farah’s. Then, complete the dialogue
given below using the expressions: “I believe”, “I
think” or “I know”.
Farah: How can we succeed in our studies at schools?
Momina: I believe that attending to each lesson carefully, managing
time and working hard are most important requirements
Farah: I think what you have said is correct but you have missed an
important requirement, that is, working in teams.

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Momina: You are right. I know that team work is important for success i
not only at schools but also in other activities outside
t
schools but I think that there are some students who are 3
naturally abhorrent to team work.
Farah: _________________________________________________.
Momina: You see, we students have our own style of learning but
I always believe that no one can be successful in doing
things alone as we human beings by our nature are social
animals.
Farah: I accept what you are saying but I think that the right of people
to do anything according to their own interest should always be
respected as long as they comply with the rules and regulations.
Momina: _____________________________________________.
Farah: I know that the pieces of advice you have given me are very
important but my problem is though I study hard, I do not score
good results in all subjects.
Momina: I think such problem is not only yours. I know that my
friend, Mahlet, has also the same problem. To solve the
problem, the first thing is to change the way you study
each subject and understand the method of each teacher’s
teaching and modes of assessment.
Farah: ________________________________________________.
Momina: _____________________________________________..
Farah: I believe that discussing with friends is a good habit. You see
due to the discussions I have held with you, I have got lots
of lessons that can change my style of learning and studying my
lessons. So, I am a huge thinker that everything has a solution as
long as discussants are reasonable and transparent.
Momina: ______________________________________________.
Note also that to express strong belief or convey strong opinions,
we use the phrases such as: I strongly believe that, I am sure
that, I definitely think, I have a huge belief, I am a great
believer___________________.
Look at the examples given below for better understanding
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u Speaking
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i 1. Dr. Sileshi strongly believes that using River Nile for
t mutual benefits is the only solution that enables the
3 downstream countries to use the water equitably.
2. I am a great believer that if there is a feeling of
supremacy in the mind of any individual or community,
it is obvious that there is always a visible or invisible
confrontation.
3. Tihitina definitely thinks that quality education is the
only key to the development and transformation of a
nation.
4. Afomia has a huge belief that everyone has her/his
own unique quality that can never be found in another
person’s.
ʯ Activity 3.6
Instructions: Be in pairs and express your thoughts or beliefs on
each of the following statements.

1. We, Ethiopians, have to largely depend on our own

local products.
2. We are most alive when we are in love.
3. If people are forced to remain silent, they are
immigrants.

3.2.3 Using “so” and “neither”

Look at the following conversation between two students using

“so” and “nether”.
John: I always prefer to keep quiet to talking with an irrational person.
Emily: So do I.
John: My fiend hardly speaks any French words.
Emily: Neither do I.

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ʯ Activity 3.7
3
Instructions: Use the correct expression from the alternatives
given in parentheses to complete the sentences
given below.

1. Bejiga: My mobile telephone has lots of modern

applications.
Hirut: ____________.(so has mine/so is mine/neither has mine)
2. Bejiga: My mother hates mischievous people.
Hirut :________________(so does my father /so is my father /
neither is my father)
3. Bejiga: My friend and I seldom revise each day’s
lesson every evening.
Hirut :____________( so do I/ neither do I/ neither don’t I)
4. Bejiga: My sister does not like a person who talks
when he/she eats food.
Hirut: _________ (neither does mine/so does mine/neither does
not mine)
5. Bejiga: Kidus always visits the poor every month
when he collects his salary
Hirut: _______(so is Hana/so does Hana/ neither does Hana)

Š Note
“so” is used to give confirmation positively to an
opinion or statement made by the earlier speaker but
“neither” is used to disapprove or oppose the first
speaker’s opinion or statement. “Neither” cannot
be used with a negative verb since it has negative
meaning by its own.

Consider also that both” so” and “neither” are always

followed by auxiliary verb + pronoun.

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3.3 Reading: Punctuality
3 ʯ Activity 3.8
Instructions: Below is a passage entitled, “Punctuality”. Before
you read it, discuss the questions below in groups
of four.

1. Is it always important to be on time?

2. Are you usually on time, in time or late? Why?
3. What do you think this passage is about?

ʯ Activity 3.9
Instructions: Read the passage below and answer the questions
that follow it individually.

1. Punctuality is strictly availing oneself or doing something

exactly at an appointed (scheduled) time. Though it is
undermined in many work places, it is one of the qualities
of a duty-minded and disciplined person as it reflects his/her
good image about work and human beings in general. Thus,
it is part of an important life skill that contributes greatly to
success in every aspect of life. For further understanding,
let us see the different benefits of punctuality with some
substantive evidences discussed below.

2. First, being on time for a meeting, an event, a class or even

a party shows that you are giving due respect to the people
who are coordinating the activities and others who are taking
part with you. When we see this concept in alignment with
the Ethiopians’ culture of time utility in everyday life, many
people always arrive ten or more minutes late to work,

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appointments or events. They just seem to have an internal i
t
clock that is lagging behind. Usually when they arrive late,
they request an apology under the guise of telling the old 3
platitude ‘yehabesha ketero’ (socially accepted norm of
Habesha people to procrastination) or tell you how busy
they were with other activities. We all Ethiopians know that
there is a wrongly accepted norm with regard to punctuality.
When people with high level of responsibility procrastinate,
it is meant that their life and the activities that they had been
engaged in are more important than others or late arrival
is interpreted as signs of importance, greatness or business
than other participants who strictly respect untardiness.
In fact, degree of responsibility varies from individuals to
individuals. The argument of the writer is that scheduling
and managing time is one of the qualities required of modern
managers or executives. Therefore, punctuality has to be the
culture of every citizen of the country irrespective of his/her
position and wealth.

3. Second, if you are always punctual, most people will

naturally assume that you are duty-minded, responsible
and courteous. If you arrive at work on time, hand in your
assignments on time, are punctual to meetings and various
commitments, your boss and co-workers will think of you
as a diligent, civilized and disciplined person. Whom do
you think a level-headed executive would assign for a
position which requires a strong sense of responsibility?
The answer is obvious. Mostly it is a person whom he/she
thinks is committed to his/her career and always punctual
for work and other important events. However, as discussed
above, most of the time executives themselves are found
unpunctual for meetings or other important activities. We
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i all hold a belief that executives have to be role models
t
in every activity they perform to the people that they are
3 leading. To this effect, respecting appointments is one of
the requirements expected of them. It is always important
to remember the proverb which goes as: “Procrastination is
a thief of time.

4. Third, promptitude tells others that not only you are giving
recognition to the importance of the meeting, the work or
the assignment but also you are conveying a message that
you are respecting them as individuals or teams who have
their own responsibility to discharge not less than yours.
If you always start a project or if you are always late to
meetings, your tardiness tells your boss that you have less
attention to the importance of the work and possibly to the
overall objectives and policies of your organization. As far
as I am concerned, if I am an official to manage certain
activities in a given organization, I will much rather give
added responsibilities to those who do not make me wonder
if they finish tasks on time and those who do not make me
feel as if they are throwing something together at the last
minute. To conclude, progress, prosperity and civilizations
have strong connection with conscious time management
and utilization. Therefore, the more we develop the habit
of punctuality, the better we achieve the goal we set earlier.
Now, as a student, have you decided to be always punctual?

1. Write the main idea of paragraph one and two in one

sentence for each.
2. The following main points are taken from paragraph
three and four. Write two or more sentences that give
supportive details to each of them.

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a) Punctuality marks not only respection for time but also tells i
t
us the different good qualities of a person.
3
b) Punctuality is considered as one of the qualities of a
committed worker in an organization.

3. What does the phrase “life skill” in paragraph one

refer to?
4. What do you think is the attitude of the writer towards
the saying in Amharic “yehabesha ketero” ?

ʯ Activity 3.10
Instructions: Answer the following questions by referring to the
contents of the passage.

1. According to the passage, what is the common

understanding of people if highly responsible officials
are late for meetings or other appointments?
2. Which of the paragraph in the passage tells us the
relationship between punctuality and respection for
human beings? How?
3. Some people are heard that if a person is always
punctual, she/he has not yet built self-confidence. Do
you agree or disagree? Why? ?(Give your opinion by
referring to the passage)

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3.4 Vocabulary
3 ʯ Activity 3.11
Instructions: Find a word which has the closest meaning with
the phrases given below from the above passage.

1. not to delay
2. old way of saying
3. overlook or make something less important
4. highly important
5. connected or linked to

ʯ Activity 3.12
Instructions: Look at the following words from the passage, try to
work out their contextual meanings and construct
your own meaningful sentences using each of them.

1. level-head __________________________________
2. conscious :__________________________________
3. procrastination: ______________________________
4. stamina: ___________________________________

3.4.1 Word Formation: Conversion

To communicate in English effectively, it is important to know how

the verb, the noun and the adjective forms of a word are used.
Noun is a word that we use to name a person or something. Verb
is a word that we use to describe an action and an adjective is a
word that we use to modify or give additional information about
the noun.

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ʯ Activity 3.13
3
Instructions: Look up the correct derivative form of the word
given in the table below from your dictionary and
write it down in the blank spaces individually.

I. Noun to Verb
No Noun Verb No Noun Verb
1 advice advise 5 repeat
2 report report 6 production
3 examination examine 7 clarity
4 revision 8 maintenance

II. Adjective to Verb

Adjective Verb
1 Pronounceable
2 Maximum
3 Sensitive
4 reason
5 define
III. Adjective to Noun
Adjective Noun
1 Dangerous
2 Childish
3 National
4 confidence
5 function

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ʯ Activity: 3.14
3 Instructions: Fill in the blank spaces with the correct form of the
word given in parentheses.

1. Currently, the biggest_______( national/nationalism)

issue is protecting the country from terrorism and
foreign invasions.
2. ______________( confidential/Confident) people
always talk freely what they feel wherever they go.
3. Ato Forsido is good at reasoning when he argues with
people but sometimes he shows_________(child/
childish) behavior that is not expected of him.
4. Tufa is expected to _______(reporting/report) the
performance of the company with__________
(reasonable/reasoning) data ahead of the next week
meeting.
5. The corporate executive officer made the employees
sign the contractual agreement ___________(forcibly/
forcely)
6. I could pronounce the word
“antidisestablishmentarianism” after a long process of
______(repetitive/repeated) trial-and-error.
7. The chairperson finally figured out that ______
(maximizing/maximize) the number of participants
in the meeting can be ____(danger/dangerous) as the
chance to catch COVID 19 is still high.
8. The newly installed duplication machine has not yet
been_____(function/functioning), so we should look
for another one.

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3.4.2 Phrasal Verbs i
t
ʯ Activity 3.15 3
Instructions: Find out the meaning the phrasal verb given in
bold in each sentence below from a dictionary and
write down its meaning in your notebook.

get ahead get along get around to get away get back
get back at get back to get behind get by get
down

1. Most government employees could not get on by their

own monthly salary, so they are seen running here
and there to get a par time job.
2. When the discussions in a meeting are boring and
disorganized, I often prefer to get away as my anger
grows faster and faster.
3. When I began to write my essay, no idea could come
to my mind. Nevertheless, I decided to get along
until essential ideas came to my mind.
4. I have the belief that he has been my closest and
intimate friend but currently he is attempting to attack
me in a hidden way. I did not want to take a revenge
though it is easy to get back at him
5. I have a plan to write his biography but due to time
constraints, I have not yet made it practical. This
year, however, after passing through different ups and
downs, I got around to it.
6. Now, it is difficult to discuss the matter with you as I
am busy with a variety of activities. Hopefully, I will
get back to you next week.

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i 7. We have given them repetitive supports but still they
t
could not get behind their theses.
3 8. If you want to improve your writing skill, the first
thing expected from you is to get ideas down on a
sheet of paper as they are. It will be improved after
continuous editing and reviewing.

3.5 Grammar
3.5.1 Adverbs of Time and Frequency

Adverbs of time are words/phrases that tell us when things happen.

In another way, they are words/phrases that often describe when a
certain action happened. The most commonly used adverbs of time
are: when, while, after, yesterday, tomorrow, now, last week/
month, year, soon, ago, etc. Adverbs of frequency, however,
denote the time length of an action or an event. The most commonly
known adverbs of frequency are how long, how often, always,
often, regularly, frequently, occasionally, sometimes, etc.

ʯ Activity 3.16
Instructions: Work in pairs and use the time adverbs given in the
box below and fill in the spaces in the dialogue.

after while when often how ago

often
for a long before seldom as soon until
time as

Tenkir: ________ 1 do you visit the historical and cultural heritages

in Ethiopia?
Dendir: Eh….I visit such places very _________2 as I am always busy
with different activities; moreover, I don’t have money for
transportation and accommodations.
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Tenkir: The same is true with me. I visited Sofumer Cave about ten i
years_________3.
t
Dendir: You see, I lived in the town nearby this cave _______4; 3
however, I had not attempted to visit it. Now, I am regretting
seriously.
Tenkir: I always think to visit different places ______5 I finish my
work. Of course, sometimes I plan to visit especially religious
places ________6 I engage myself into the day’s work. As I have
already told you, my most serious problem is shortage of time I
have had.
Dendir: Last week, one foreigner came to me and asked me the
places I have visited _____7 I was sitting and relaxing in
a park. For the time being, I could not say a word to him
________8 he finishes his idea.
Tenkir: This is a question that foreign tourists _______9 ask
Ethiopians______10 they come to this country. The main reason
is they have strong appreciation for different attractions in
Ethiopia.

3.5.2 Adverbs of Manner

ʯ Activity 3.17
Instructions: Be in pairs, write down the sentences given below in
your notebook and then try to identify the adverbs
of manner based on your background knowledge.

1. The artist’s lovely speech that he delivered in a lovely

manner in the new stadium inspired many citizens
to join our national defense army and protect the
country from humiliation and fragmentation.
2. I was to punish him but I changed my mind when he
approached me in a friendly way.
3. He speaks English like native speakers. Has he ever
lived in English speaking countries?

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i 4. It is good to listen patiently when people speak to you
t
angrily.
3 5. Yesterday I was not happy with your work but today
you have done it well.
6. Rebeka studied all the subjects so hard that she stood
first among all grade ten students.
7. His report reached me late, so I could not read it
deeply and give comment on it.
8. Lazy students always arrive at schools late. One of
the reasons might be their problem to wake up from
their bed early.
9. Why do some people want to behave as if they were
the only people to decide on others’ life?
10. Though Kolcha gave me his brotherly advice in a
brotherly way, there are things that he has not taken
into consideration.

Š Short Note
An adverb of manner tells us how something happens,
that is, whether it has happened quickly or slowly.
They are usually placed after the main verb or after
the object. They are usually formed from adjectives
by adding – ly. If an adjective already ends in -ly,
we use the phrase “in a …. way” or “In...manner”
to express manner: A few adverbs of manner such
as, ‘early’, ‘late’, ‘fast’, ‘hard’, ‘low’, have the same
form as their adjectives.

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Example i
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1. Your early preparations have made the discussions fruitful even if you
have not arrived at the meeting place as early as possible. 3
2. Abegaz himself is late for class today but he always criticizes late
comers.
3. Fast foods may not be necessarily eaten fast.
4. Though people understand him as a hard worker, he does not work
hard in the absence of his boss.
5. Some people express their internal feelings silently.
6. A good teacher always treats his/her students in a lovely way.
7. Can you provide us with daily information about current events daily?

NB: Make a sure that an adverb cannot be placed between a verb and
its direct object.

He ate quickly his lunch. (incorrect)

He quickly ate his lunch. (correct) or
He ate his lunch quickly.
ʯ Activity 3.18
Word Derivation:
Instructions: Write the adverb form of the adjectives given on the
left hand side. The first one is done as an example
for you.
Adjective Adverb
1 slow slowly
2 sad
3 loving
4 loud
5 soft
6 cosy
7 angry

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i 8 hasty
t
9 noisy
3 10 good
11 hard
12 late
13 fast
14 straight
15 surprise

3.5.3 Tense: Reviewing The Simple Present Tense

ʯ Activity 3.19
Instructions: Be in groups of four and write five sentences that
describe your habits. The first one is done as an
example for you.
Example: I always take shower with cold water.
1. ___________________________________________
2. ___________________________________________
3. ___________________________________________
4. ___________________________________________
5. ___________________________________________
3.5.4 Prepositions
Using the propositions: on, in, before, after, behind , ahead
I. The preposition “on” is used with the following
expressions
on foot, on Monday, on balance, on September 11, on condition, on
one’s own, on the contrary, on the other hand, on the way, on time, on
New Year’s Day,
Examine how the preposition “on” is used in the following sentences

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1. Sometimes it is important to travel on foot as it has its own i
t
contribution in improving ones health condition.
2. On balance, we need to look for new business soon. 3
3. On condition that you finish this assignment today, I will let
you take a two-day break.
4. Always struggle to live on your own. Dependency is not less
than beginning.
5. Nega is a diligent worker in our company; on the other hand,
his friend, Ashebir, is very lenient and careless.
6. We would think there is a lot of potential to the idea. On the
other hand, it’s certainly a risky proposition.
7. You will find a big modern church on your way to Piazza.
8. On the whole, disintegration never benefits anyone.
9. My nephew was born on the Ethiopians’ New Year’s Day
10. The professor is giving speech on the current affairs of the
country.
II. Using the preposition before and After
Look at how the preposition before and after are used in the following
sentences.
1. Before I finish any chapter of the lesson, I give a test to my students.
2. Sinidu got a good job in a private company after completing her
university education successfully.
3. I always thank God before and after sleeping.

III. The preposition “in” is used in the following conditions

in the past, in September, in 1959, in summer, in my opinion, in the
next century, in the mid night, in the corner, in the north, in the street, in
English,
Examine how the preposition “in” is used in the following sentences

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i 1. In the past, people used to measure time with water.
t
2. Rainy seasons begin in Ethiopia in June.
3 3. I was born in 1959 E.C
4. In my opinion, first knowing oneself very well is the best
knowledge of all others
5. Someone came and knocked on my door in the mid night; I
did not sleep then after.
6. Nowadays there is severe war in the northern part of our
currently.

ʯ Activity 3.20
Instructions: Insert the correct preposition (on, in, before, ahead,
behind) in the spaces given in each sentence below.
1. She is backward __________ her studies.
2. Do you believe______diversity?
3. Guess what I have _____my hand?
4. ___the whole, what you have done is important for
our future work.
5. You should save some money _____ condition that
you get sick unexpectedly.
6. ___principle, work is life.
7. Reading is a language skill that enables you to
accumulate knowledge. Writing, ______the other
hand, is a language skill that enables you display the
amount of knowledge you have stored.
8. _______you give opinions, it is highly important to
think twice.
9. If a man succeeds _____achieving something, some
people say that there is a woman ______him. In my
opinion, however, she is in front of him or at side of
him.
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10. When I drive to Addis, my colleague was ___me. i
t
After a while, however, he disappeared for unknown
reason. 3
11. One of my friends has written an excellent book ___
the title ”Qualities expected from Modern Humans”
12. Koticha is ____the time. He told us a year ago that
the present evets would emerge as social problems.

3.6 Writing
3.6.1 Punctuations

a) Brackets ([ ])
■ Use square brackets to include words within a reported
sentence that is not part of the original quote.
Example: The president said that some of the research papers [presented
in the seminar] show solved problems but do not show how
to solve problems.
b) Braces ({ } )
■ The main use of a brace in writing is to show number set.
Example: Can you find the subset of set A and B? A= { b, f, j, o, t},
B={ j, o, g ,p, w},

c) Parentheses ( ( ) )
■ We use Parentheses to include further detail or qualifying
remarks.

Example: Artist Dr. Tilahun Gessesse (1933____2001), the

legendary singer, his works transfer from
generation to generation with their beautiful
melody and taste.

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i 3.6.2 Writing a Narrative Paragraph
t
3 A paragraph is a group sentences written orderly to explain mostly
one main idea to the reader. The sentence that carries the main idea
is called a topic sentence. Other sentences give support to the topic
sentence so they are called supportive details. When you write a
paragraph, first, you should produce an outline. An outline is the
raw idea that you produce in the form of phrases or short sentences
before writing your final paragraph. Preparing an outline before
you begin to write your paragraph helps you know the areas where
you focus when you write your paragraph. Second, when you write
your paragraph make sure that the ideas in each sentence should
be in their correct order. If not, your readers will face difficulty in
understanding what you are saying. Third, you should avoid any
idea that does not have direct connection with the topic sentence.

ʯ Activity 3.21
Instructions: Use the outline given below and complete the
narrative paragraph by adding three to four
sentences individually.

Š Short Note:
A narrative paragraph is a paragraph which tells us
a story. When you tell a story either at paragraph or
essay level, you need characters (people, animals or
things) about whom the story talks. Second, you need
main point (theme) that the reader takes as important
moral lesson. Third, setting, (the time and place)
where the events in the story take place, are essential.

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Example of an outline to write a paragraph on punctuality.
3
Assume that the title of your paragraph is “My Lateness is My Enemy”
- the place where the story took place - Addis Zemen
- time - summer
- late arrival for classes
- missing a test that carried 10 points
- the declination of rank from first to second
- missing the school reward

“My Lateness is My Enemy”

The story took place in Addis Zemen Primary School in 2001 E.C.I
am always punctual in my life but one day unusually I could not
wake up from my bed at the right time. When I looked at my watch,
the class time had gone by 40 minutes. I collected my belongings
hurriedly and ran to school. When I arrived there, the school gate
had already been closed.

_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________

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4. Tourist Attractions
Unit

Upon the completion of this lesson, you will be able to:

ͬ listen to descriptive texts from spoken sources and make

out the most essential ideas

ͬ describe and discuss the location of tourist sites in

Ethiopia

ͬ pronounce the interdental voiced and voiceless

consonants[Ɵ]and [ð] intelligibly

ͬ express either your agreement or disagreement to others’

opinions or views

ͬ read books, factual articles, magazine, etc., analyze their

themes or other essential features and personalize the
information into your life.

ͬ use a word-attack skill, increase your vocabulary store

and use the newly learnt words in your communication

ͬ derive different forms of words that represent different

parts of speech and use them in your communication
correctly

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i
t
ͬ apply phrasal verbs that are attached to the verb “get”
and use them into your both spoken and written English
4

ͬ familiarize yourselves with the rules and uses of definite

future actions, indefinite pronouns, clauses of result and
apply them in constructing accurate sentences

ͬ use apostrophe, eclipse and quotation marks in different

written texts correctly.

ͬ write different reports that revolve around different matters

4.1 Listening: Giving Information for

Tourists
ʯ Activity 4.1
Instructions: Before you listen to the passage, discuss the
following questions in pairs and report your answers
to the whole class.

1. Have you ever visited any new place in your life? If

your answer to the preceding question is “yes”, what
kind of important information can you give to other
tourists?
2. Look at the first row of the table given below. You
have been provided with different tourist attraction
sites in Ethiopia. Fill in the second row with the
tourist attractions that tourists visit. The first one is
done as an example for you.

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i
t Harar Lalibela Gondar Axum Bale Arba Minch
4
Old walls

3. Can you list down other tourist attraction sites in

Ethiopia? Describe the location and the important
things that can be visited.

ʯ Activity 4.2
Instructions: Listen when your teacher reads the passage and
then answer the following questions by writing your
answers in your notebook.

1. What are the different types of tourist attractions in

Ethiopia?
_______________________________________________
2. What are the remarkable historical resources that
mark the vibrant cultures of different nationalities in
Ethiopia? _________________________________________
3. Where should a tourist go if he/she likes to visit
ancient archeological evidences about human origin
and evolution? Mention two of them ________________
________________________________________________.
4. What makes the Lalibela hewn Churches most
fascinating as compared to other churches in
Ethiopia? _________________________________________.

ʯ Activity 4.3
Instructions: Write at least five pieces of information for tourists about
attractions that have not been discussed in the listening
text being in groups of four.

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4.2 Speaking 4
4.2.1 Pronouncing
–z the plural marking morphemes –s and

ʯ Activity 4.4
Instructions: Pronounce the plural marker in each of the words
given in bold right after your teacher.

1. Dogs are honest animals.

2. Books are major sources of knowledge.
3. Donkeys are not stronger than horses.
4. Seas are bigger than lakes.
5. Hyenas are scavengers.

Š Short Note
Remember that the plural marker –s is pronounced as –z
after voiced consonants (b, d, g, l, m, n, r, v, w, y, z) and as
–s after voiceless sounds (f, h, k, p, s, t)

4.2.2 Revision: Pronouncing interdental voiced and

voiceless sounds[Ɵ] and [ð]
ʯ Activity 4.5
Instructions: Your teacher will read out a sentence which consists
of one of the words given below in parentheses.
Listen to her/him and write the word that you have
heard and then write it in your notebook.
(team/theme), (taught/thought) , (their/there, (ticket/thicket) ,( mouth/
mouse)

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i 4.2.3 Pronouncing the diphthongs [ai] and [ei]
t
4
1. Pronounce [ai] in the following words correctly:
(outside, try, gigantic). Add some more words that
consist of the same diphthongs.
2. Pronounce [ei] in the following words correctly:
(eight, freight, weight), Add some more words that
consist of the same diphthongs.
4.2.4 Revision: Expressing Agreement and Disagreement

ʯ Activity 4.6
Instructions: Be in pairs and express either your agreement or
disagreement to the statement that talks about the
things you need when you plan to travel to Sof Umar
Cave and the Siemen Mountains.
Example:
Umar: I need sneaker shoes that are comfortable for me to walk on
foot in Sof Umar Cave.
Sofia: but I don’t because sneakers suffocate me especially when
weather condition is hot there..
Umar: I don’t want any cooked food when I travel on the hills of the
Siemen Mountains because I want to live on the traditional dish
of the community around the park.
Sofia: Neither do I.
(Continue in the same way)
Umar: _________________________________________________
Sofia: __________________________________________________

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4.2.5 Revision: Giving Opinions i
t
ʯ Activity 4.7 4
Instructions: Be in pairs and use the expressions given below to
ask different opinions from your partner about the
most important things you need for travelling as a
tourist.
What do you think of…?, What are your thoughts on…?, How do
you feel about…? and What’s your opinion on…?,
Example: Tsigie asks opinion from Tikdem: you have told me that
you are planning to visit Nech Sar National Park next
week. What do you think of the type of transportation you
use ?why?

ʯ Activity 4.8
Instructions: The following expressions are important to give
oral reports to someone. First, study their meanings,
think of any event such as a school day, classroom
experience, festivals, games, etc. and give a short
report orally to your group members.
first of all to begin with then after that

finally to cut a long story short so in the end all in all

Example: Assume that you yesterday you watched a very good

football match that you never forget. Now, you want to
report the most important events you had watched to your
friends. You can begin your report first by thanking them.

First of all, I would like to thank all of you for giving me the first
chance to report the most interesting events that I watched in the
yesterday’s football match. To begin with, ___________________
_______________________________(Continue like this).

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4.3 Reading: Tourism
ʯ Activity 4.9
Instructions: You are going to read the passage entitled
“Tourism”. Before you read it, discuss the
following questions in groups of four.

1. Do you think that tourism has important

contributions in the overall development of a
country? How? Discuss briefly.
2. Can you name the main tourist attraction sites in
Ethiopia? Which one do you want to visit if you are
given opportunity by any individual or organization?
Why?
3. The following words have been used in the passage.
Discuss their meaning with the help of your
teacher: hospitality, hard currency, consumables,
accommodation.

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ʯ Activity 4.10
4

Fig. 8: Main tourist attraction sites in Ethiopia

Instructions: Read the passage silently and then answer the
questions given next to it by writing true or falsebased
on the facts in it. Give supportive evidence for each
of your decisions.

1. Tourism is defined scientifically as the sum total of

relationships and interactions of tourists with business
suppliers, guides, hosting communities and hospitality
workers in the process of attracting , transporting, hosting
and managing the activities connected to them and tourists
are those people who travel to and stay in places outside
their environment for more than twenty-four hours. It is one
of the largest and most rapidly growing industries which
contribute multidirectional benefits for a country’s economic,

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i social and environmental developments in the world. Due
t
to these and other reasons, the sector is getting attention by
4 developing countries whose economic background mainly
depends on exporting agricultural products which has little
contribution for earning hard currency. When this sector
develops steadily, it has been becoming a backup for the
stability of their economy. That is why many of them are
striving to make use of the benefits of tourism sector to the
best of their capacity and the World Tourism Organization
(WTO) is also encouraging them by providing them with
both technical and professional supports.

2. There are many reasons why tourism is seen as a vital tool

for tourist destination countries in economic, socio cultural
and environment streams. First, if tourism is properly
incorporated into the development strategies of a country,
the sector can be a corner stone of new productive systems
aimed at reducing poverty and achieving significant
economic growth. Second, it is a sector that provides a
wide range of different employment opportunities to a
variety of citizens ranging from professionals to unskilled
individuals. In this case, it does not only supply necessary
funds to finance firms’ activities, but also stimulates the
firms’ productivity and creates new job opportunities that
increase the country’s welfare as well. One thing that makes
the job opportunity in the tourism sector different from
others is that it contributes to a wide geographical spread of
employment opportunities as it is not only restricted to the
main centers or capital cities. It is applicable to rural areas
where the attraction sites are available.

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3. Third, tourism has a power in promoting export. It is to say i
t
that it earns foreign exchange or hard currency which is
so essential for the development of the tourist destination 4
countries. The tourist needs different products when she/he
stays in a hosting country. Accordingly, to fulfill the needs
for consumables, tourists come with their own money to
the hosting country. This money in turn enables countries to
generate income which has significant role in increasing the
revenue of a country. Fourth, tourism involves individuals
in the local community for different activities, in some
cases, including enterprises. In this community-based
tourism, members of a community, often rural, poor and
economically disadvantaged, manufacture different local
products and sell them out to tourists. In doing this, the
community earns additional income from their products and
services and a proportion of this income is then used for
the benefit of the community as a whole. Lastly, this sector
contributes its own role in the field of cultural exchange and
interactions. When tourists come to a hosting country, some
of them stay long, study the languages and the cultures of
that particular community and they also share their own
culture to the people who are living in their destinations.
As we understand from different sources, there are tourists
who have got married to a person in their touring area and
established strong social tie.
4. If tourism is very indispensable for a country’s overall
development, countries that host tourists have to think
of the needs of different tourists and work hard to fulfill
for them as best as they can. First, for example, countries
should produce documents that give sufficient information
on the sites that tourists can visit and gain knowledge or

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i entertain themselves. Second professionals who have
t
deep knowledge about the places that the tourists want to
4 visit with good proficiency of the tourists’ language are
of paramount importance. When tourists get sufficient
information or knowledge about the place or event they
visit, they obtain maximum satisfaction and do the work
of promotion for the country in inviting others to come and
visit the places they have already visited. Third, quality
and standard accommodations are the other requirements
that attract an overwhelming number of tourists who visit
an area frequently. Professionally prepared foods, neat
sleeping rooms with essential modern accessories, security
and waitresses and waiters who talk to them courteously
are among others. Fifth, governments need to build modern
roads that are comfortable to drive both during the day,
night, summer and winter. When such types of roads are
built, they comfortably travel to different places within
a short period of time. Sixth, security is the other most
important requirement. If there are pick-pockets, brigands,
bandits or groups fighting in forests, no tourist will attempt
to visit that area. Therefore, making maximum efforts
and prevailing peace especially in the tourist frequenting
areas is unquestionably the responsibility of a non-fragile
government.

1. ______Tourism is the interaction and relationship of

tourists with different sections of a community in the
course of their travelling and visiting.
2. ______The tourism sector has got more attention
from the developed countries than the developing
countries as they have been conscious of its benefit
right from the beginning of the sector as an income
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generating industry. i
t
3. _____The tourism sector provides job opportunities to
both educated and non-educated citizens though there 4
is a restriction due to the geographical locations.
4. _____Community tourism makes individuals creative
and productive in producing different items such as
souvenirs that they sell to tourists and increase their
income.
5. _____The interaction of tourists can sometimes grow
into kinship relations.

4.3.1 Extracting Main Idea from a Paragraph

ʯ Activity 4.11
Instructions: Write the main idea of paragraphs 2, 3 and 4. The
first one is done as an example for you.
Example:
Paragraph1: These days tourism is considered as an important
economic sector which has got serious attention by
developing countries as a means to support the hard
currency they earn from agricultural exports.
4.3.2 Inference questions

ʯ Activity 4.12
Instructions: Answer the questions given below by inferring to
the main contents discussed in the passage.

1. On the basis of the writer’s view, why should

developed countries do not give more attention to the
tourism sector than the developing ones?
2. How those people who have been engaged in the

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agricultural activities can also take part in the

community tourism?
ʯ Activity 4.13
Instructions: Answer the following question briefly in writing.

Be in small groups, think the natural resources or heritages in your

community, write a short paragraph on the remedial measures that
should be done to protect and conserve them to sustainably lengthen
their age of attractability.

4.4 Vocabulary
ʯ Activity 4.14
Instructions: Find words which are synonymous with the words
taken from the passage and written here below. The
first one is done as an example for you.
Example: hospitality (par 1, line 3) - kindness or courtesy in
welcoming guests, tourists or strangers.

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1. hard currency (par 1, line 14) ___________________ i
t
2. vital (par 2, line 1)_____________________________
4
3. incorporated (par 2, line 4)______________________
4. professionals (par 2, line 9)_____________________
5. welfare (par 2, line 13)________________________
6. consumables (par 3, line 6) ____________________
7. revenue (par 3, line 9)_________________________
8. indispensable (par 4. line1)_____________________
9. accommodations (par 4, line 15)_________________
10. overwhelming (par 4, line16)__________________
11. brigands (par 4, line 25)______________________
ʯ Activity 4.15
Instructions: Now, use each of the words for which you have
written synonyms and construct a meaningful
sentence individually. The first one is done as an
example for you.
Example:
hospitality: The hospitality Ethiopians show to guests and
strangers is always highly appreciated by many tourists
and foreigners.

ʯ Activity 4.16
Instructions: Look for the words given below and write the word
or phrase they refer to.

1. The word “them” (par 1 line 5) refers to___________

2. The phrase “due to this” (par1, line 10) refers to ____
3. The word “their” (par 1, line 16) refers to _________

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i 4.4.1 Word formation
t
I. noun + noun compounds
4
A compound noun is a noun made by putting two or more nouns
together to act as one noun. These nouns can be written as one word
as in fireworks and waistline or hyphenated words as in well-being
or as separate words as in ice-cream.

Look at more examples on noun compounds:

English English, school teacher, flower pot, rain coat, baby
sitter

ʯ Activity 4.17
Instructions: Individually, find out ten noun+ noun compound
words from any source and make your own
sentences using each of them. The first one is done
as an example for you.
Pen friend: You have to be very careful when you select a pen friend
or pen pal as some friends place you into unexpected
trouble.
II. Adjective+ noun Compounds
Sometimes adjectives and nouns can form a single word
For example: greenhouse, rainy season, sunny days, far sight, driven
word, fast food, etc

ʯ Activity 4.18
Instructions: Individually, find out ten adjective + noun words
and make your own sentences using each of them.
The first one is done as an example for you.
Example : Balck box is an important piece of equipment in an
aeroplane; it gives information to investigators about the
cause of an accident when it crashes..
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III. verb+ noun i
t
Sometimes verbs and nouns can form a single word.
4
Example: Swimming pool, driving license, writing pad, dining room,
washing machine, etc.

ʯ Activity 4.19
Instructions: Individually, find out ten verb+ noun words and
make your own sentences using each of them. The
first one is done as an example for you.
Example: If you stay a night in an international hotel, in the morning,
you can go to their beautiful dining room and eat your
breakfast freely.

4.4.2 Practising Phrasal Verbs with “get”

ʯ Activity 4.20
Instructions: Look up the meaning of the phrasal verbs given
in the table below from a modern dictionary and
construct your own sentences then exchange your
sentences with your friend and give comments
to each other’s work. The first one is done as an
example for you.
get on: make progress or be successful
Example: Using a dictionary is one way of getting on very well with
your English.
get over: recover from illness distress or mental weakness
Example: After Bushra has started to do light physical exercises,
now he is getting over his heart attack.
get on get off get off on get in get out
get out on get over get over with get through get to

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4.5 Grammar
4 4.5.1 Using “be+going to + infinitive” and “will +
infinitive” to show future intensions
am/is/are + going to + speak, write, listen, read, do
and will + speak, write, listen, read, do, etc
ʯ Activity 4.21
Instructions: Look at the pair of sentences given below and find
out their meaning differences.

1. a) I will take the entrance exam to a university next

year. b) I have
passed Grade Twelve School Leaving Examination
successfully; I am going to take the entrance
examination to join a university.
2. a) The tourist industry is suffering from the economic
downturn due to COVID19; therefore, Dafersha is
going to start another job outside Arba Minch town.
b) Dafersha will start another job outside Arba Minch town.

Š Note:

We use “be going to” to predict something that we

think is certain to happen or when we have evidence to
happen; however, “will” is used when we are talking
about something with absolute certainty and evidence,
data or justification are not required.

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ʯ Activity 4.22
4
Instructions: Fill in the blank spaces given in the following
dialogue either with “be + going to + infinitive” or
“will + infinitive” form of the main verb being in
pairs.
Habtamu: The rain is falling in torrents; so, I ___________1 the
director and inform him that I cannot conduct classes
today. (am going to call/will call)
Fikirte: I think making a call to him is not important; you ____2
(will go/are going to go) to your students with me by my
Bajaj when the rain stops.
Habtamu: Your idea is good but it______3 (will be/is going to be )
difficult to cross the stream near by the school.
Fikirte: You are correct but to solve that problem, I _______4 (am
going to use/will use) the newly built road at the rear of
the school.
Habtamu: Has that road started giving service? It is good. Let us
take that way. The rain is falling almost every day. Hence,
I _____ 5 (will buy /am going to buy) an umbrella from
one of the boutiques by the new road.

4.5.2 Present Continuous Tense

ʯ Activity 4.23
Instructions: Individually, based on your background knowledge,
write three sentences in present continuous tense
that show different purposes.

1. ___________________________________________.
2. ___________________________________________.
3. __________________________________________.

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i ʯ Activity 4.24
t
Instructions: Now look at the short text given below and examine
4
why the writer has decided to use present continuous
tense.
Currently, a large number of Ethiopians are expressing their love
for their country through different demonstrations that they hold
almost all over the country. Now, when I am watching television,
one of the channels is showing the zeal of the young and the old
to join our army and sacrifice their lives for their beloved country.
It is customary to observe an overwhelming number of Ethiopians
with strong determinations and courage to die for their country
irrespective of their nationality and religion to protect their country
from disintegration or fragmentation. Because of the real patriotic
feelings I observe these days, I am planning to straightly go to the
war front and contribute my share despite the limitations I have had
with my health. However, one thing in which I am discomforted
is that different channels are disseminating different information
about the realities at war front.
The present continuous tense is used in the following situations:

■ to describe actions/events that are taking place just at the time of

speaking.
Example: We are discussing the uses of present continuous tense
now.
■ to describe actions or events that are happening in the present
time but not necessarily at the time of speaking.
Example: Nowadays, heavy rain is falling almost all over the
country evenly.
■ To express an action that that is boring or frustrating to the
speaker because of its repetitions.
Example: I don’t understand why the woman is changing her
behaviour now and then.
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4.5.3 Using the Indefinite Pronoun “some” and “any” i
t
ʯ Activity 4.25 4
Instructions: Be in pairs, read the short text given below carefully
and examine why the indefinite pronouns “some”
and “any” are used.
Mintesinot went to the library to search for some books that he
wants to use for the purpose of teaching modern grammar yesterday
afternoon. Unfortunately, he could not find any. Some of the books
that he found on the shelf had been torn out and outdated. When he
looked at the list of borrowers, he could not find any reader who
has borrowed such books. Can you suggest any reason why these
books are not available in the library? Or do you have some pieces
of information where such books have gone? He seldom gets any
sleep since that time.

ʯ Activity 4.26
Instructions: Now, use either some or any in the blank spaces
given in the dialogue below
Dureti: Please, would you give me ________1 bananas? You have
plenty of them?
Kankie: Yes, I would. Haven’t you bought _____2 before I come back?
Dureti: I was to buy but ______3 of them hardly test good.
Kankie: As you have said, ______4 of my bananas are not ripe; I
am going to put them in a warm place for about two days.
Dureti: Yes, it is a good idea. Do you have______ 5 more question? I
am leaving for work?
Kankie: Please give me______ 6 more minutes; I don’t get _______7
happiness without your presence.
Dureti: Oh, sorry. I am in a hurry. Try to enjoy the sport news that will
start at 2: 30.
Kankie: This is what _____8 one advises me. Tell me something new.

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Š Short Note:
4
Notice that some is mostly used with affirmative
(positive) statements and sometimes in interrogative
(question) sentences when positive responses are
expected from the listener/reader. We use any in
negative sentences and question or interrogative
sentences but sometimes we can also use any in
affirmative sentences when we intend to convey
indefiniteness

4.5.4 Clauses of Result

When you want to indicate the result of an action or situation, you

can use a clause of result. Clauses of result are introduced by so….
that, such…..that, so, as a result, consequently, therefore, hence,
thus, for this/that reason, owing to, due to and the like
Example:
1 Ethiopia is so rich in its natural resources (main clause) that
investors from different countries want to invest their money into
different economic activities.( result clause)
2 Ethiopia is such a rich country in its natural resources (main
clause) that different countries want to invest their money into
different economic activities. (result clause)
3 Gurara is rich enough to build a new villa in Buta jirra.(phrase of
result)

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ʯ Activity 4.27
4
Instructions: Be in small groups, identify the clauses of result,
work out their meanings and finally write the rules
that enable you to use “so” and “such” correctly in
different clauses of result.

The Siemen Mountains Park

Siemen mountain is such

evergreen scenery that the
flow of tourists is increasing
alarmingly from time to time.
As I read from literature and
watch on television, the park is
a habitat for so many endemic
wild animals that not only
tourists but also zoologists
from many countries visit
it repeatedly. Nevertheless,
there are serious problems
that hinder the flow of tourists
to the park. To begin, the
government has given so little
attention to building modern
roads that driving on the hilly
side of the park is still terrible
and tiresome for tourists.
In addition, the farmers around the park have such a small piece
of arable land that they have been forced to settle inside the park
with their domestic animals. This kind of human interference is so
dangerous that the resources in the park can substantially reduce
both in quality and quantity. Of course, as I hear from different

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i individuals who have affiliation with the park, currently the local
t
government is so conscious of the danger that settler__ centered
4 solutions are being sought to conserve and protect the park from
possible extinction threats.

Š Short Note

Note that so is followed by either an adjective or an

adverb and such is by adjective a + singular countable
noun or such+ adjective+ plural countable noun. In
addition, notice that the adjectives many, much, little
+ noun are preceded by so not such

Example: We have so many problems with regard to security that

everyone is vigilant in keeping their surroundings.
Consider also the exceptional uses:
Example: Netsanet is so careful a girl that she does not face any
harm.
Example: The tourist has not seen such a beauty that he decided to
come back to Ethiopia after few months.
ʯ Activity 4.28
Instructions: insert either “so” or “such” in the spaces given in
each of the following clauses.

1. ___pleased was Amdie that he was dancing the whole

night.
2. My friend has___ many books that we always do our
assignments at his house.
3. Girma is ______a far-sighted person that he has never
been exposed to serious problems in his life.

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4. Tigist treated the tourist_____ politely that he has i
t
given her an expensive gift when he leaves the
country. 4
5. Ayele is____ a hard working student that he wins the
organization’s reward every year.
6. The woman is _____ stingy that she does not spend
her money even to fulfill her basic needs.
7. Wondu has never seen ____outstanding a student that
he has decided to award him his expensive watch.
8. It has been ____a rainy season that I have bought a
thick jacket.
9. The police officer has never seen ____honesty that
he has disseminated the story of Tarikua on different
media.
10. The film was ___interesting that everyone was
talking about the characters on their way to home.

4.6 Writing
4.6.1 Report Writing

Essentially, a report is a piece of writing which presents an account

of different activities or events that took place in the past to a
particular audience. Most reports contain a description of sequence
of events or situations observed in a given setting. When you plan
to write a report, consider the following basic requirements:
1. Decide the purpose of your report whether it is to give information,
entertain others or give education
2. Identify and write out the most essential ideas that you want to include
in different paragraphs of the report, for example, the major events or

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i activities observed, especially unforgettable experiences, the major
t
challenges that have had negative effects when the activities were
4 being accomplished, the remedial measures that should be taken, etc.
3. Arrange the relevant pieces of information you have collected
according to their degree of relevance
4. Write your report freely. Get down ideas on the sheet of paper as they
have come to your mind without thinking of the errors you are likely
to make.
5. Take time. If possible days. Then come back to it, sit down and edit
your first draft focusing on the subject matter, the flow of ideas, the
language use and mechanics
6. Consider the editing you have made and write your report clearly and
carefully.
7. If you can, review it once again or if you have a closest person who
can give you feedback, give it to him/her and take them into account
when you write the final version

ʯ Activity 4.29
Instructions: Read the sample report given here below, analyze
the most essential ideas discussed and write your
own report about the place you have visited for the
first time.

It was at the dawn of last Saturday. We all students from grade ten,
section A, came together in the school compound to pay a visit to
Bonora Waterfalls. It is one of the tourist attraction sites located in
Sidama Region in Bensa Woreda to the eastern direction of Daye
town. It is one of the spectacular gifted areas that most people
prefer to visit it especially on weekends. Before we had begun our
journey, we discussed the precautions we should take during our
journey. After we reached an agreement, we elected our leader and
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kept on our journey together with our guide. On our way to the falls i
t
are evergreen trees, birds of different varieties and a number of wild
animals that grabbed our attention amazingly. 4

The journey took us about an hour. We did not like to use any sort
of transportation due to the fact that we may not watch different
natural beauties and appreciate if we sit into a vehicle. Moreover,
we all had the belief that when we walk on foot, we will use the
opportunity as a physical exercise that would contribute to our
health improvement. Though the journey was long and tiresome,
we all did not feel any sort of hunger or exhaustions as everyone
was surprised by the beauty of the location and the jocks that some
of our friends were making. Of course, there were few students
who have been taking rest now and then especially in the middle
of our journey. Most of us, however, were motivating and pleasing
them to proceed the journey.

When we reached the place where the falls give special beauty, we
all unbelievably forgot where we were. When the twin falls reach
the ground, the special sound they create and the bubbles they
form not only refresh one’s mind but also make someone as if she/
he were in another world. Our guide was telling us the place where
the falls begin, the length they travel and the reason why it is named
“Bonora Falls”. No one was listening to him as every one’s attention
was drawn by the special sound that the falls produce along with
the song of different birds in the area. Watching the falls and their
surroundings, taking photographs and getting shower around the
bank continued for about two hours. After observing the satisfaction
of each visitor, our representative clapped his hands and asked us
whether we were hungry or not. Most of us expressed that we
were in need of taking our lunch. Accordingly, the lunch that was
prepared in a hotel was opened, soft drinks were distributed and

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i then everyone ate their lunch up to their fill. At this time, what all
t
of us could not forget was that everyone was wrapping the injera
4 with wat with their fingers and putting it into the mouth of a friend.
This means, there was no one who was eating the food with her/his
own hands. This is one of the ways we Ethiopians express our love
to others. After the lunch time is over, we took a short break and
then our guide told us to start our journey since the sky was dark to
shower heavy rain. Accordingly, we all tied up our shoes, looked at
the falls with greedy eyes and departed.

4.6.2 Punctuations

I. using apostrophe (’)

ʯ Activity 4.30
Instructions: Read the short dialogue given below and supply an
apostrophe either before or after “s” individually
Gadissa: Have you seen Ayants book?
Dechassa: No, I havent. This is not hers. It is Belete and Ayeles.
Gadissa: Ok, where are these students bags?
Dechassa: Here they are but I have not seen those childrens.
Gadissa: This is Fikadu and kebede book that they own in common.
NB: discuss how to use apostrophe in writing with your partner
and write down short notes by referring to different
books..

II. Using quotation mark(“ ”)

ʯ Activity 4.31
Instructions: Read the short text given below and supply a
quotation mark appropriately where necessary.
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Mr. Dingamo said, our cooperation is the best tool to come out i
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of the existing challenges we have currently faced in our country.
In his further inspiring speech, he emphasized, as we learn from 4
history, Ethiopia may bow down for the time being but has never
been defeated by its enemies. If you listen to his full speech entitled,
nothing is more important than Ethiopia, your eyes will be filled up
with tears.
NB: discuss how to use quotation mark in writing with your partner.

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5. Honey Processing
5
Unit

Upon the completion of this lesson, you will be able to

ͬ listen to expository texts from spoken sources and make
out the most essential ideas

ͬ describe different processes that are important in making

or manufacturing something

ͬ read books, factual articles, magazine, etc., analyze their

themes or other essential features and personalize the
information into your life

ͬ use a word-attack skill, increase you vocabulary store and

use the newly learnt words in your communications

ͬ list out those words which are coined through clipping

and blending and use them into different sentences

ͬ apply phrasal verbs that are attached to the verb “get”

and “give” and use them into their both spoken and
written English

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ͬ practice further using present simple tense both in active
5
and passive voice form in your communications

ͬ familiarize yourself with subject-verb agreement rules

and use them in constructing correct sentences

ͬ differentiate the use of “make” and “do” and use them

into your own sentences correctly

5.1 Listening: Honey Processing

ʯ Activity 5.1
Instructions: Before you listen to the passage, answer the
following questions in a group of three.

1. Look at the pictures drawn here below, examine the

work divisions among bees and describe how they
make honey.
NB: Please don’t forget to support visually impaired
students by describing the picture orally)
2. The following words have been used in the listening
passage. Discuss their meaning with your partner
based on your background experience or using a
dictionary: adulterate, proboscis, nectar, foraging,
honey-comb.

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5

Fig 12. Henoy Making Process.

ʯ Activity 5.2
Instructions: Now, listen to the passage that your teacher is going
to read to you or the audio tape-recorded script and
answer the following questions by writing true or
false. Give supportive evidence for each answer.

1. ______ There are better sweeteners than honey in

economically developed countries.
2. ______The amount of water in all types of honey is
equal.
3. ______Bees suck up the nectar using their proboscis.
4. ______When bees chew the nectar, they produce
enzyme that changes the chemical property of the
honey.
5. _______ Bees spread the honey on the honey-comb to
increase its sweetness.

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ʯ Activity 5.3
5
Instructions: Do a small research in pairs, for example, by
interviewing individuals concerned and write a short
text that explains the status of Ethiopian farmers
honey production and write recommendations that
help to improve the practice.

5.2 Speaking
5.2.1 Practising Pronouncing vowels and
Diphthongs
ʯ Activity 5.4
Instructions: Identify the word which has consisted of the sound
in square bracket from the alternatives given in the
parentheses.

1. Which word has [i] sound? ( height/meat)

2. Which one of the words has [ə] sound? (about/ salary)
3. Which one of the following words has [æ] sound ?
(lactose/father)
4. Which word has [oi] sound ?( destroy/oil)
5. Which word has [ʌ] sound? ( cover/cotton)

5.2.2 Describing Processes

When you describe a process, you can use expressions such as: first, second,
having done this, the next step is, then, don’t forget, it is important to.
For more clarity, look at a short description about the process you follow
in describing how “datt’a” is prepared.

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i I. Describing the Process of Datt’a Preparation
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“Datt’a” is a well-known spicy type of food which is very hot and
5
finely tapering pepper of special pungency that is mostly used to
add flavor to other main foods such as chunk of raw meat or roasted
meat especially among Wolaita community. Nowadays, it is a type
of food which is highly loved not only by the Wolaita community
but also by other people all over the country. Any person who has
a chance to visit Wolaita Soddo town, the first thing she/he wants
to buy and take home is this food. Nowadays, it is being exported
even to foreign countries for Ethiopians who are living there. The
process of its preparations begins by picking up the chilies that
have not yet well ripened. The second step is to mix them with
other spices like garlic and cardamom. Having done this, mostly
the women, put it on a traditionally carved flat stone mill and grind
it with a small oval shape piece of stone by moving it up and down.
After it is well ground and changed into smooth dough, it will be
taken off from the stone and put into a container. When the family
needs to eat meet, they mix it with each chunk and eat it together or
sometimes they eat it in the same way with inset (bread made up of
false banana), kita (flat bread) or injera (thin and flat bread made up
of teff, sorghum or maize)

II. Describing the Process of Honey Making

ʯ Activity 5.5
Instructions: Be in a group of four and roleplay as a queen, a
drone and worker bees and describe your role in the
process of making honey.

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5.3 Reading: The Importance of Honey
5
ʯ Activity 5.6
Instructions: Before you read the passage, discuss the questions
given here below being into a group of four.

1. How often honey is included into the diet you eat in

your family? Why?
2. Do you remember any occasion that you have relieved
from different health-related problems and got
improvement after eating honey?
3. List down the benefits of honey to human health from
what you have heard from others or you have read
ʯ Activity 5.7
Instructions: Individually, read the passage given below silently
and answer the questions that follow it by choosing
the correct answer among the possible alternatives
given based on the information contained in it.

The importance of Honey

1. Albert Einstein once said, “The day bees vanish from earth…
man will go not long after”. In addition to their contributions
in adjusting the environment to human beings, the sweetest
product that they produce, honey, has nutritional, cosmetic,
therapeutic, and industrial values. It is one of the most
appreciated, valued and utilized natural sweetening products
introduced to humankind since ancient times. It has been
approved as a balanced diet and equally popular for males
and females in all ages. The main composition of honey
is carbohydrates that contribute 95–97% of its dry weight.
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i Furthermore, honey includes main compounds, such as
t
proteins, vitamins, amino acids, minerals and organic acids.
5 Pure honey also consists of fructose and glucose which are
the most important sugars of honey and contribute to its
most nutritional and physical effects. One of its surprising
properties of honey is that it does not need refrigeration
as it can never spoils and thus it can be stored in closed
containers at room temperature in a dry place. It is used
not only as a nutritional product but also as an alternative
treatment for clinical conditions ranging from wound
healing to cancer treatment. Nowadays, information on the
usage of honey for the cure of many human diseases can be
found in magazines, journals and leaflets.

2. Few of its benefits in the area of human health are discussed

as follows: Honey has an absorbing property and speeds up
the growth of tissue; as a result, wounds heal faster and rids
of its stench. The other use of honey is to stop or control
burns and inflammation of the eye. Inflammation has the
main key role in developing chronic diseases including
cancer, cardiovascular diseases, diabetes, and arthritis
diseases which possess a huge challenge for treatment.
With massively compelling evidence of the role played by
nutritional modulation in preventing inflammation-related
diseases, honey is a natural and functional food with its
therapeutic and preventive actions.

3. Honey can also facilitate digestion by stimulating the

secretion of gastric juice. It is particularly effective as
laxative because it eases the bowels. It helps as remedy for
gastritis and gastric ulcers by reducing hyperacidity. It can
save patients from heartburn and belching. It can get rid

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of winds and improves appetite. Studies have proved that i
t
honey has observable and measurable effect on the heart. As
it has much easily assimilated glucose. The muscles of the 5
heart work continuously and need glucose in order to make
up the energy expended. People with colds are advised to
take honey with warm milk or lemon. It causes the patient to
sweat a great deal and relives her/him of pain. It also helps
in treating a runny nose, get rid of sputum and soothing a
cough.

4. The other medical use of honey is its application as a cure

for kidney. It speeds up urination and gives relief when
there is a problem to piss. People suffering from exhaustion
and headache are advised to drink a glass of water in which
honey and lemon juice are mixed. It also helps in improving
memory and sharpening wits. Studies conducted on the
health benefits of honey inform us that those people, who
regularly add honey to their food, generate different amazing
ideas and are propeller thinkers. Modern experiments and
observations reveal that there is every reason to consider
honey as a remedy. It owes its curative properties mainly to
the glucose it contains. Dentists have no doubts about the
harmful effects of sugar on the teeth. It has been established
that the remains of sugar in the mouth break down under
the effect of bacteria to form an acid. As a result, the teeth
become affected with carries. Honey, on the other hand,
reacts against the harmful bacteria due to its antibiotic
properties and disinfects them and makes both the teeth and
mouth healthy. Furthermore, research has confirmed that
children like honey better than sugar. Therefore, parents
should try their best to include honey as a major item in
their children’s diet.
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Q
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5 1. According to Einstein’s view,
A. The existence of honey bees determines human existence.
B. Bees exist in this world as long as humans exist in life.
C. Human is the first enemy to bees who loots the natural product of
bees, honey.
D. Bees vanish if human beings continuously take away their product
without taking care.
2. Which of the following sentence is incorrect according to the
passage?
A. Honey can be used in industries to manufacture different products.
B. There are other better sweetening products than honey in our
world.
C. Honey is free from acids so that we can use it as natural medicine
to heal our gastritis.
D. As you eat honey, you need to claen you teeth to protect them
from bacterial infection.
3. Honey can never be_________ if you put it into a container with lid in
a room temperature.
A. nutritional C. disinfectant
B. spoilt D. assimilated
4. Which one of the following statements describes the benefit of honey?
A. It is medically valuable due to the glucose and fructose it contains.
B. It can help to control the fluid that comes out from your nose due
to cold.
C. The contribution of honey to cure diseases is due to the different
elements in it.
D. It is unadvisable for females to take honey after they are aged.
5. Honey has an important contribution in ___________
A. making your brain think B. increasing the frequency of
better fart
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C. reducing the problem of D. increasing the dryness of the i
sneezing bowels t
5
Instructions: Be in pairs and answer the following questions.
6. How can honey avoid the stench of a wound?
7. Discuss how the glucose in honey can help the function of heart.

5.4 Vocabulary
ʯ Activity 5.8
Instructions: The words in the left hand side are taken from the
above passage. Match them with their contextual
meanings given at the right hand side individually
“A” “B”
1. spoils (par 1, line 17) A. to destroy or ruin the quality or value
2. stench (par 2, line 4) B. make free from bacteria
3. inflammation (par 2, line 5) C. intelligence or quickness of the mind
4 therapeutic (par 2, line 12) D. having bad smell
5. laxative (par 3, line 3). E. having medical value
6. heartburn (par 3, line 5) F. medicine that cause the bowel empty
7. wits (par 4, line 6) G. pain caused by indigestion
8. disinfectants (par 4,line 18) H. part of the body where there is
swelling and pain

5.4.1 Word Formation: Blending and Clipping

ʯ Activity 5.9
Instructions: Find out the clipped words from the blended words
given at the left hand side in the table below using
a dictionary.

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i Blended Word Clipped Word
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1 advertisement ad
5 2 alligator
3 examination
4 gasoline
5 gymnasium
6 influenza
7 laboratory
8 mathematics
9 telephone
10 refrigerator
11 university
12 professor

ʯ Activity 5.10
Instructions: Refer to any book that discusses word formation in
English, define what word blending and clipping
are and then write as many of such words as you
can. Finally, write your own sentences using each
of them. The first one is done as an example for
you.
Example: The word “advertisement” is a blended form and “ad” is
clipped
The advertisement or ad that I watched last night on television motivated
me to buy the new television.

Š Short Note:
Blended words are formed when two or more words
are combined and one of them, usually the suffix is
detachable and can give a full meaning while clipped
words are short forms taken from the compound word
or phrase without changing its original meaning
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5.4.2 Phrasal Verbs i
t
Having a good deal of knowledge about phrasal verbs, as discussed 5
in each preceding unit, is very essential to make your communication
more successful than ever before. In this unit also you are going to
practise phrasal verbs such as get together, get up, give away, give
in , give out, give up, go about, go after, go ahead, go along with

ʯ Activity 5.11
Instructions: Look up the meaning of each phrasal verb listed
above and practise using them in your own
meaningful sentences.

ʯ Activity 5.12
Instructions: Read the short text given below and work out the
contextual meanings of the phrasal verbs written in
bold.

Students in some schools are used to celebrating a get together

party when they meet in the school for the new academic year. On
the day they celebrate this event, most students get up from their
bed early in the morning since they want to prepare themselves
properly for the celebration. In some schools, the management
bodies have not been encouraging such celebrations as they have
the belief that this type of celebration may not include those students
from economically weak families. They are of the view that such
students may not have money to contribute for the successful
undertakings of the event. Nowadays, however, since almost all
school managements have come to recognize it as an important
culture that has lots of positive contributions in enhancing the
cooperative skills of the students, they are giving in and even in
some schools they are supporting them materially and financially
to motivate students go ahead with the tradition.
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5.5 Grammar
5 5.5.1 Simple Present Active and Passive Sentences

ʯ Activity 5.13
Instructions: Look at the underlined passive verbs in the text
given below and work out how simple present tense
passive voices are used and write the patterns of the
verbs being in pairs

Creativity is producing something new, relevant and useful to the person

or people who created the product within their own social context.
Creativity can also be used to propose new solutions to problems
in different contexts, communities or countries. An example of this
is the improvements achieved in the areas of different technological
innovations that have made significant contributions in changing
the lives of people. Some people are heard that creativity is a gift
only to certain individuals. However, subsequent studies show
that those individuals who have created new things and changed
the world are not necessarily with special gifts. They have created
new things and solved the problem of people as they have already
been seriously engaged into an activity which has its own goal and
mission and always have been struggling to solve problems that
hover around them. This means, creativity mainly has to do with
strength, patience and goal-oriented efforts. People begin to create
when their brain is occupied with different questions that need
investigations and answers. If we examine different improvements
that are made on different areas of human advancement, all of
them are connected with human inquisitive mind. Imagine that
people could arrive at the present stage of development due to their
nail-biting struggles which have been carried out for ages.

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Š Note on Passive Voice 5

In passive sentences, the subject becomes object and

the object becomes subject. This voice is used when
the writer or the speaker has more interest in the object
of the sentence. Most teachers in schools, colleges
or universities do not like passive voice on students’
writing with the view that it is incapable of giving
strong and clear meaning to the reader. As a result, they
often advise students to frequently use active voice
in producing a variety of academic pieces of work
unless situations force them. Nevertheless, describing
processes, analyzing different ideas or events needs the
use of passive voice though still limiting the frequency
is important.

Simple present passive voice is formed with the object

of the sentence, auxiliary verbs in verb to be form (am/
is/are + past participle) form of the main verb.

Example:
1 The president (subject) always makes inspiring speech (object)
to the meeting participants. (active voice)
2 An inspiring speech is always made to the meeting participants by
the president.
(passive voice)

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i 3 The students (subject) always write their homework (object) in
t
this room. (active)
5 4 Their homework is always written in this room (passive
voice)

ʯ Activity 5.14
Instructions: One of the uses of the passive voice is to describe
different processes. Now, look at how the process
of Ethiopian coffee making is described in the
paragraph given below and then describe the
processes of making any sort of Ethiopian traditional
dish or drink in small groups

Ethiopian traditional coffee is appreciated and adored by many

foreigners. They admire not only the flavour of the coffee but
also the process involved in making it. To prepare the coffee and
celebrate the ceremony, passing through the following processes is
common almost within all Ethiopian cultures. First, any unwanted
impurities are removed and the neat coffee beans are separated
off. These beans are washed with both hands until the covering of
each bean is removed repeatedly. Having done this, they are put
on a flat iron plate and roasted on a charcoal stove or traditional
oven until the colour of the beans turn to dark brown. Then, the pan
is taken off from the stove and put on the ground. In the meantime,
water is added into a clay pot and put on the stove or oven. While
the water is boiling, the roasted beans are pounded until they are
converted into soft flour. Then the powder of the coffee is added to
the coffee pot and boils until the right fragrance comes out from the
pot. Finally, the coffee pot is taken off and kept on the ground until
the impurities decant. Before the coffee is served, it is common to
spread green grass around the coffee table, smoke incense and roast
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popcorn. Finally, the coffee is poured into cups and served. i
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5
I. Passive Voice with Modal Auxiliary Verbs
When you convert active sentences with modal verbs (can/may/might/
should/has (have) to/ had to/ ought to/ used to/ need to) to passive form,
the structure of the sentence is object form of the sentence+ modal verb+
“be”+ past participle (verb3)
Example
A. You may take this medicine before meal (active)
B. This medicine may be taken before meal. (passive)
A. We should finish this chapter before the exam.(active)
B. This chapter should be finished before the exam.(passive)
A. We must eat balanced diet to live healthily (active)
B: Balanced diet must be eaten to live healthily. (passive) Or
To live healthily, balanced diet must be eaten.

ʯ Activity 5.15
Instructions: Convert the following sentences into passive form,
discuss your answers with your partner and your
teacher will tell you the final answer.

1. People speak English everywhere in the world.

2. I have not seen such type of a lion so far.
3. You ought to take photographs before you live.
4. Our father does not let us watch films.
5. We had better do our homework before we leave for
playing.
6. Students need to carry information into their cell
phone.

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i 7. Neither of the children draw this picture.
t
8. Experiments prove scientific discoveries.
5
9. The smoke fills the room every morning.
10. The students have been reading their notes in the
library for an hour.
5.5.2 Subject-verb Agreement

ʯ Activity 5.16
Instructions: Read the short text given below and examine how
the subject has agreed with each verb and finally
state different rules being in a group of four.

Cooperation is one of the skills important for the twenty-first century

success in life. Either your activities in schools or interaction in
your family needs cooperation and working collectively. Everyone
in this world has their own limitations and thus each limitation is
covered by someone else who has affiliation with him or her. One
of the examples we can cite as an example is group or pair work
that students undergo in learning different lessons in schools or
universities. Working in groups, together with personal effort, has
always been proved that it is excellent way of learning anything
new. Not only cooperation but also creativity and flexibility are
other skills that are essentially required to keep oneself abreast of
the time. Here what should be capitalized is that not simply the
creative skills of a person, her/his flexibility in learning from others
and improving oneself from time to time is of great importance.
The other worth mentioning point is that if you decide to develop
these skills, it is important to do small scale pieces of research
and commit yourself to the goal you have already set. In this case
courage and determination not to give up hope plays a significant
role in taking you to the world of success.

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Š Short Notes 5

1. Subjects and verbs must agree in number. If the subject is

singular, the verb must be singular and the vice versa too.
Example
A. One of the employees expressed her satisfaction with
her job. She is currently in a managerial role at the
organization.
B. Two of the employees expressed their satisfaction with
their jobs. They are currently in a managerial role at
the organization.
2. The expressions one of, either of, neither of, etc., are often
followed by a plural countable noun and singular verb
but when there is a relative pronoun (who/that/whom…)
the verb agrees with noun that precedes the relative word
(antecedent)
Example
C. One of the pressing problems of the day is sustaining
the unity of the country.
D. One of the problems which ring in the mind of most
Ethiopians these days are sustaining the unity of the
country.
3. When two subjects are compounded by together with,
along with, as well as, in addition, including, with), the
verb usually agrees with the first subject
Example:The prime Minister, together with his military
officers has visited the war zone in the north
east part of the country.
4. When a compound subject contains both a singular and

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i a plural noun or pronoun joined by “ either-or” or
t neither-nor,” the verb should agree with the part of the
5 subject that is closer to the verb.
Example
A. Either the children or their father has not yet arrived
home.
B. Neither their father nor the children have yet arrived
home.
5.. Words before prepositions determine the verb, that is, to
use either singular or plural verb
Example: The titles in this book are written in question
form.
6. Non-count nouns often take singular verb but when they
are preceded by phrasal quantifiers such as a piece of, an
item of, a slice of, a bar of, the verb agrees with them
Example
A. The slices of bread have been on the dining table.
B. The items of information you have collected from
non-trustworthy media are dangerous in disturbing the
people.

ʯ Activity 5.17
Instructions: Underline the correct verb from the alternatives
given in parentheses to complete each sentence.

1. A ream of duplicating paper and a tube of ink_______

(cost/costs) four-hundred Ethiopian birr.
2. A pair of green socks _____(is hanging/are hanging)

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from the back of the car. i
t
3. Either the meat on the table or the eggs in the
basket_______(smell /smells) fresh. 5
4. One of the guests who______(have arrived/has
arrived) late_____(is/are) Lemma.
5. The director, together with some of the teachers,
_______( are/is) visiting the staff member admitted to
a hospital.
6. All students, except Sophia, ______( do not take/does
not take) alcohol.
7. Quite unfortunately, fifty percent of these
materials____(come/comes) from China.
8. The number of questions that he would set_____(need
to/needs) to be limited to ten.
9. Neither of your opinions (are/is) reasonable to change
our attitude towards the reconciliation.
10. None of the direction lights of my car ______(has/
required have required) maintenance.
5.5.3 Using “do” and “make”

Sometimes it is difficult to use the verbs “do” and “make” with the
correct noun for most of our students. The only thing you should
do is to study the list of words that are followed by both verbs and
use them in your different communication settings correctly when/
where they are necessary.

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t ʯ Activity 5.18
5
Instructions: Put either “ make ” or “do” before the nouns
given here below. Example: do your best, business,
the cleaning, a course and make an occasion,
arrangement, attempt, change, comment
—–—1. occasion —–—11. attempt
—–—2. impression —–—12. gesture
—–—3. effort —–—13. business
—–—4. comment —–—14. damage
—–—5. offer —–—15. noise
—–—6. gardening —–—16. progress
—–—7. demand —–—17. degree
—–—8. duty —–—18. .homework
—–—9. a course —–—19. .movement
—–—10. change —–—20. guess

5.6 Writing
5.6.1 Writing a Topic Sentence for a paragraph
Now, hopefully you have clear idea about a topic sentence. It is a
sentence which carries the main idea of the whole paragraph. It can
be placed at the beginning, in the middle or at the end of a paragraph.
For beginner writers, however, it is advisable to put it initially for it
guides them as to how they add sentences that provide supportive
details. When you write a topic sentence to your paragraph, first
think the main idea that you want to convey to your audience then
write it in such a way that it draws the attention of the reader to
further read the paragraph. Note that once if you are able to write
a good topic sentence, it is not that much difficult to add up many
more sentences that give further information about the title.
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For further clarity, look at the topic sentence in the i
t
following paragraph.
5
Haile Gebresillassie

Haile Gebresillassie is
one of Ethiopia’s most
famous long distance
runners. Many people
call him the best long
distance runner ever.
He was born in 1973
in Assela, Arsi Zone,
Oromia Regional State, Ethiopia. He had to turn to 10kms to and
from school every morning and even now he runs with his left arm
bent as if holding school books. He was one of the ten children and
his father wanted Haile to be a farmer but when he was thirteen,
he competed in his first race. By the 1990s, he was taking part in
international races. His achievements are great. He has broken
26 world records both indoors and out, won two Olympic 10,000
meters gold metals and four world outdoor and three indoor10,000
meters titles. He moved to road running in the latter part of his
career. In September 2008, at the age of 35, he won the Berlin
Marathon with a world record time of 2:03:59, breaking his own
world record by 27 seconds. Haile is so famous that he starred as
himself in an American film called “Endurance”. He loves running
and hopes he can continue running or jogging all his life.

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5 ʯ Activity 5.19
Instructions: Read the paragraphs given below and write out a
clear topic sentence to each of them

1. _________________________________________
_________________________________________
________________________________________.
However, it is an overwhelming defeat and humiliation
for Italians’ Army. On the first day of March, 124 years
ago, traditional warriors, farmers and pastoralists and
women defeated a well-armed Italian army in the
northern town of Adwa in Ethiopia. The town of Adwa
is located in Northern Tigray, closer to the southern
border of Eritrea. The battle between Ethiopia and
Italy took place in the mountainous terrain of the
area. The outcome of this battle ensured Ethiopia’s
independence, making it the only African country never
to be colonized. Adwa turned Ethiopia into a symbol
of freedom for black people globally. It also led to a
change of government in Italy. Adwa still stands as
witness to what ordinary Africans can do when they
come together as farmers, pastoralists, women and
rural people, workers and artists.
2. ____________________________________________
___________________________________________.
Not at all. We all activity limited students can do better
than others in the class. You know, what matters is not
your activity limitation but what you do about it. If
you work hard, you will be what you want to be. That
is the way I see things. A blind person can do anything

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she/he wishes though confronting the challenges needs i
t
much more effort than others. In conclusion, I have the
belief that the fate of the any activity limited person is 5
in the hands of her/himself.
3. ___________________________________________
__________________________________________
__________________________________________
. The common ones are lorries, pack animals, buses,
cars, trains and aero planes. Farmers transport produces
to urban people by donkeys or horses and they also buy
goods from towns and take to their destination using
these animals. Of course, these days, since modern
roads have been built in several part of the country,
people use cars as meanses of transportation. Transport
promotes trade and contributes to the healthy economic
growth. Ethiopia’s means of transportation are not only
limited to the ground it also uses air and sea transport to
export and import different goods which are important
for different purposes.
4. ._________________________________________
________________________________________.
Catherine Ndreba’s success is also very surprising
to many of the sport loving community. She started
running at school where she had to train before and
after class. After leaving school, she joined the prison
service, which allowed her to continue training
and running races and it was there that she met her
husband. She began her international career in 1995
and the following year won eight out of her thirteen
international races. In 1997, took time off to have
a baby but she has been running ever since and has

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i achieved even greater international success. In 2000
t
and 201,she won both the Boston and the Chicago
5 Marathons and set a new world Marathon record. In the
2004 Olympics, she won a silver medal and in the world
championships she won gold in 2003 and silver two
years later. Ndreba says she owes much of her success
to her husband who has supported her throughout the
career and has taken much of the responsibility for
looking after their children.

5.6.2 Dictation

Listening to a text from spoken sources and trying to copy down as

they are is one of the writing skills that you need to develop. When
you develop your skill of listening to the spoken source and writing
it into sheets of paper, you also improve your skills of pronunciation,
word memory, spelling, hand writing and mechanics side by side.

ʯ Activity 5.20
Instructions:Listen to your teacher when she/he reads to you the
passage entitled “How Do Bees Make Honey”
loudly and write down each word and sentence
with correct spelling, capitalization and punctuation
marks

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6. Migration
Unit
6

Upon the completion of this unit, you will be able to

ͬ listen to expository text from a spoken source and extract specific information

ͬ examine the existing realities in the country (Ethiopia) in particular and

Africa in general in connection to migration and reflect the possible solutions
that mitigate the plight

ͬ use the words you learnt from the listening passage into your everyday
communication

ͬ pronounce the vowels and the diphthongs [æ], [ɜ] [ə], [ j] , [ei] and [ai ]in
different words correctly and make their communication clear

ͬ talk about the root causes of migration and its negative effects with particular
reference to the Ethiopian context

ͬ read, infer, analyze and evaluate different information discussed in the

passage/literature they read

ͬ familiarize yourselves with the selected words from the passage and use them
in expressing yourselves when/where the situation require them

ͬ practise how to form different compound words with hyphens and prepositions
and use them correctly into your written texts

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6 ͬ apply phrasal verbs that are attached to the verb “go” and
use them into your both spoken and written communication

ͬ familiarize yourself with clauses of purpose and use them

in constructing correct sentences

ͬ summarize a longer text following the guidelines discussed

ͬ interpret the data on different graphs and share information

with others

ͬ acquaint yourselves with the spelling rules of “–ei” and

“-ie” and pluralization with –“ies”

6.1 Listening:
Ethiopians Abused on the Gulf
Migration Route

Fig. 15: Migration rate in Ethiopia

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Source: World Population Prospects 2019 t
6
ʯ Activity 6.1
Instructions: Before listening to the passage, answer the
following questions in a group of five.

1. Have you heard or read any story that narrates about

the hardships Ethiopian migrants undergo especially
in Middle East countries? What measures do you
think can convert this worst scenario into past
history?
2. Have you heard or read any story that narrates about
the hardships Ethiopian migrants undergo especially
in the Middle East countries? What measures do you
think can convert this worst scenario into past history.
ʯ Activity 6.2
Instructions: Listen to the audio record that your teacher will
tune to you carefully and fill in the blank spaces
in the following passage with the correct word or
phrase.

1. According to Human Rights Watch report (2018), Ethiopians,

who are undertaking the perilous journey by boat across
the Red Sea or Gulf of Aden, encounter exploitation and
torture in Yemen by a network of trafficking groups.
They also bump up on with abusive prison conditions in
Saudi Arabia before being forcibly deported back to Addis
Ababa. Authorities in Ethiopia, Yemen, and Saudi Arabia
have taken few measures to curb the violence the migrants
face or to reduce abuses perpetrated by their own security
forces. “Many Ethiopians who hoped for a better life in
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i Saudi Arabia face unspeakable dangers along the journey,
t
including death at sea, torture, and all manners of abuses,”
6 said Felix Horne, senior Africa researcher at Human Rights
Watch. According to the interview the above organization
conducted with humanitarian workers and diplomats working
on Ethiopians’ migration-related issues, about______1 an
average of 10,000 per month, were deported from Saudi
Arabia to Ethiopia between May 2017 and March 2019 and
the deportation has continued up to the present despite the
worst life still they lead in their own country.

2. As the data from the interview indicate eleven of the

interviewees out of twelve confirmed that those migrants
who had been deported to Ethiopia were found engaging
themselves into _________2 such as smuggling and
trafficking networks that are regionally linked across
Ethiopia, Djibouti, Somalia’s semi-autonomous Puntland
state, the self-declared autonomous state of Somaliland,
Yemen, and Saudi Arabia. Traffickers outside of Ethiopia,
particularly in Yemen, often use violence or threats to put
the migrants’ family members or their contacts into stressful
situations. In his further explanation, one of the respondents
said, “There were one hundred-eighty people on the boat,
but twenty-five died. The boat was in trouble and the waves
were hitting it. It was overloaded and about to sink so the
broker picked some out and threw them into the sea.”

3. Those who had arrived in Yemen, as the interviewees

explain, almost all Ethiopian migrants were captured
by traffickers. They were physically assaulted and were
compelled____________3 from family members or contacts
in Ethiopia or Somalia. In many cases, the relatives of the

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captives ____________4 to obtain the ransom money. After i
t
paying the traffickers or escaping, the migrants eventually
made their way north to the Saudi-Yemen border, crossing in 6
rural and mountainous areas. At this time, the Saudi border
guards fired at them, _____________5 others crossing at the
same time and that they saw dead bodies along the crossing
routes.

ʯ Activity 6.3
Instructions: Be in a group of five, read the question
given below very carefully, collect the necessary
information from individuals concerned in the form
of interview or questionnaire and then report your
answer to the whole class.
Ethiopia is naturally an endowed country with its enormous
resources that can even be used by other African countries. Contrary
to this fact, a lot of citizens decide to migrate to different countries,
especially to the Middle East countries experience a number of
hardships and lose their lives. What corrective measures do you
think can reduce this irritating situation?

6.2 Speaking
6.2.1 Pronunciation

I. Practising Pronouncing Vowels: [æ], [ɜ] [ə], [j] and

diphthongs [ei] and [ai ]

ʯ Activity 6.4
Instruction: Listen to your teacher or the video your teacher
will tune to you when the vowels given above are
pronounced in each word given below. Then refer
to your dictionary and add more words of your own
with the vowels and the diphthongs given above.
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i [æ] as in bath [bæth], [ j] as in yet [ju:],
t
jacket [ʤækɪʔt] science [sajəns]
6 [ɜ:] as in girl [gɜ:rl], her [hɜː], [ei], as in day [d ei], bay [ bei],
work [wɜːk], learn [lɜːn] say [sei]
[ə] as in action [ækʃən] , [ai] as in time [ taim],life [ laif],
after [æftə] , animal [ænəml̩] wife [waif]

II. Talking about Causes and Effects

If there is a cause, it is always common to expect the effect. For
example, if there is migration, there are challenges the emigrants
face though the degree varies from country to country or context
to context. In speaking or writing, when we talk about cause and
effect relationships, it is inevitable to use the sentence connectors
such as: because, , since, as, owing to, due to ,therefore, so, is
caused by, due to, the cause of …. is, as a consequence, as a
result, consequently, thus, hence and the like.

ʯ Activity 6.5
Instructions: Read the short dialogue given below and complete
the spaces with one of the discourse markers listed
above correctly being in pairs
Ubang: Do you think that flexibility is important to have a quality
life style in the modern world?
Belaineh: Yes, of course because if you are a flexible person, you
adjust yourself with the existing realities so that your
decisions become dependent on current evidences.
Ubang: I hear sometimes people saying flexibility erodes the firm
stand of a person that help her/him cope with challenges
Belaineh: Not at all. You see flexibility and having fickle position
are different. As you understand, when you are flexible,
your decisions fit into the realities to your access;
Consequently
______________________________________________

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Ubang: How often do you struggle to strengthen your i
t
communication skills?
Belaineh: U…I often try to learn different communication skills 6
from different books and individuals due to the fact that
__________________________________.
Ubang: We are at the age of digital technology. Owing to this,
____________________________________________
Belaineh: I always manage to adapt myself to the new digital
technology but having access to some of them is not easy
for me.
Ubang: You are right. This is a challenge to most of us. The main
thing is to have interest and use different opportunities in
your reach. You see, the cause of such problems
___________________________________________
Belaineh: I feel that there are different attempts from the government’s
side in introducing different technologies to different
sections of the community. For example, most of our
farmers are these days utilizing different technologies in
running their farm activities since
_____________________________________________

6.3 Reading: Migration in Ethiopia

ʯ Activity 6.6
Instructions: Here below is a passage. Before reading the
passage, discuss the questions given below in a
think-pair and share mode.

1. A number of economists have been witnessing that

Ethiopia is a country with rich natural resources that
have not yet been utilized for a number of reasons.
Contrary to the above fact, the number of Ethiopian
irregular migrants is growing from time to time
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i alarmingly. We also hear that they have been facing
t
different challenges that go up to losing their lives.
6 As students, what possible solutions do you suggest
to change the existing controversial scenario?
2. Do you think that all graduates from universities
should be employed in governmental organizations?
Why?

Fig. 16: The journey of emigrants to Saudi Arabia, Yemen and South
Africa.
ʯ Activity 6.7
Instructions: Read the passage below carefully and individually
and then answer the questions that come next to it
in full sentences

1. There is consensus on the urgency and importance of

addressing the root causes of migration at global level in
general and in the context of Ethiopia in particular. In this
regard, though economic and political violence, ecological
degradations, drought, and human right abuses have their
own contributions in expanding the number of Ethiopian

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migrants, lack of decent livelihood and employment i
t
opportunities are identified as the main driving forces.
Mainly due to difficulties to make livelihood here in the 6
country, thousands of Ethiopians have taken migration as the
last solution over the past decade. They travel by boat over
the Red Sea and then by land through Yemen to Saudi Arabia
and neighboring Gulf states. These are favored destinations
because of the availability of employment. Studies show
that most of the emigrants travel irregularly and do not have
legal status when they reach Saudi Arabia. Because of this,
most of them are treated inhumanly and sometimes even they
are killed brutally. When they are prone to such attack and
mistreatment, it is not only they who suffer the consequence
but also the country loses its respect and integration. The
government of Ethiopia imposed a ban on migration to the
Middle East in 2013. The law, however, has not helped the
government reduce the problem. Rather, it has increased
the number of migrants using irregular meanses to cross
borders. For instance, in January 2016 alone, the number of
total migrants from east Africa reaching Yemen was around
10,000, of which 75% were Ethiopians.

2. Over the past decade, youth employment in Ethiopia has

showed significant progress. However, ensuring full
productive employment poses a challenge in both rural
and urban areas for the approximately three million young
Ethiopians entering the labour force every year due to
different constraints that hamper the economic progress
of the country. As a result, the number of Ethiopians who
move to capital cities in the country and other urban areas
in search of job opportunities is growing from time to time
alarmingly. After they enter cities, they often participate in
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i the informal economic activities, which serve as a stepping
t
stone for migration outside of the country. Although the
6 exact number of Ethiopians who have migrated overseas is
not known due to the absence of a centralized registration
system, there is evidence that an overwhelming number of
them migrate to the Gulf countries, Europe and South Africa
seeking employment through irregular migration channels.

3. Despite the economic progress achieved in the last decade,

there has not been sufficient and adequate job creation and
placement for the young people. While access to education
has increased over the past years, ironically the number
of unemployed educated youth has also increased at an
unprecedented rate. Evidences show that an incontemptible
number of the young, including those graduated from
universities with degrees, rarely have been engaged in decent
job and thus are seen in doing pieces of work that are not
compatible with their professional knowledge or do jobs
that do not have relationship with the professions in which
they have been certified after completing their education at
universities. Reports show that job scarcity in the country
has also resulted in other severe problem on the economy of
the country. Due to their desperation in getting decent jobs
here in the country, a large number of youths have chosen
to engage themselves in the illegal economic activities such
as smuggling or contraband. Over and above, they are seen
working with limited social protections that are subjected to
poor working conditions. The situation is even more severe
for women, who cannot find decent work opportunities and
are most often concentrated in the informal sector.

4. Evidences tell us that 71% of the population in the country

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is under the age of thirty, which is regarded as a productive i
t
force significantly capable of building strong economy
in the country. Everyone witnesses that the country is 6
surprisingly endowed with immense natural resources
sufficient not only for its citizens but also for others. If this
size of population is supported to create its own jobs or both
governmental and non-governmental organizations expand
economic sectors that could provide the young with different
job opportunities, the risk of huge number of migrants that
prefer to immigrate to other countries irregularly through
undocumented channels in search of a better livelihood,
decreases substantially. We understand from literature that
those countries which do not have half of Ethiopia’s natural
resources, have achieved huge economic progress. Thus,
how, when and by whom should this puzzle be solved?

1. According to the information in the passage, what are

the most pressing problems that force Ethiopians to
immigrate to other countries irregularly?
__________________________________________________
2. How does illegal immigration affect the pride of our
country?
__________________________________________________
3. What is the relationship between those Ethiopians
who involve in illegal economic activities and
immigrate to other countries illegally?
__________________________________________________
4. Do you think that the expansion of education,
especially higher education in our country, has helped
the graduates get their livelihood? Why?
___________________________________________________

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i 5. Write the main idea of paragraph four in one
t
sentence
6 __________________________________________________

ʯ Activity 6.8
Instructions: Discuss the following questions

1. Assume that one of your relatives is planning to

leave for another economically developed country as
an immigrant with the view that there is better job
opportunity. What do you advise her/him?
2. We often hear that several of our citizens are being
mishandled and sometimes they also die while
travelling to other countries to get a better job. On
the other hand, we see that a great many young
Ethiopians are still travelling to the Gulf States and
losing their lives. What should be done? Discuss.

6.4 Vocabulary
ʯ Activity 6.9
Instructions: Find the each of the words given below from the
passage, work out their contextual meanings and
then construct your own meaningful sentences
using each of them

1. abuses (par 1, line 5)__________________________

2. livelihood (par 1, line 9)_______________________
3. imposed (par 1, line 21)________________________
4. constraints (par 2, line 6)______________________
5. ironically (par 3, line 4)________________________

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6. unprecedented (par 3, line 6)____________________ i
t
7. compatible (par 3, line 10)______________________
6
8. desperation (par 3, line 15)_____________________
9. smuggling (par 3, line 18)______________________
10. endowed (par 4, line 5)_______________________

6.4.1 Word Formation

I. Word compounding with hyphen
Example: Sometimes it is a must to get a takeaway from a restaurant
if you do not have time to cook food at home.

ʯ Activity 6.10
Instructions: Identify the sentence which has consisted of the
correctly written compound word.

1.
A. The commander-in-chiefs in all war fronts have never lived
their own life.
B. The commanders-in-chief in all war fronts have never lived
their own life.
C. The commanders-in-chiefs in all war fronts have never lived
their own life.
2.
A. The editors-in-chief have great responsibilities in increasing
the qualities of publications.
B. The editor-in-chiefs have great responsibilities in increasing
the qualities of publications.
C. The editors-in-chiefs have great responsibilities in increasing
the qualities of publications .

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A. In an international hotel, the rooms are cleaned and bed-sheets
6 are changed before customers arrive for checkin
B. In an international hotel, the rooms are cleaned and bed-sheets
are changed before customers arrive for check-in.
C. In an international hotel, the rooms are cleaned and bed-sheets
are changed before customers arrive for check-in-
D. In an international hotel, the rooms are cleaned and bed-sheets
are changed before customers arrive for-check-in.
4.
A. The book contains uptodate information on language learning.
B. The book contains upto-date information on language learning.
C. The book contains up-to- date information on language
learning.
5.
A. I have paid forty four birr for the coffee at Bole.
B. I have paid forty- four birr for the coffee at Bole.
C. I have paid forty four- birr for the coffee at Bole.
II. Using compound words with prepositions

Words can be compounded using prepositions. Look at the following

words as example.
after life back dates back ground by pass
down stairs fore head in group in service

ʯ Activity 6.11
Instructions: Study the meaning of the above listed compound
nouns and make a meaningful sentence with each.
The first one is done as an example for you.
Example: Religious people worry about their afterlife, so they do
not give attention to the up and downs of this world.

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III. Using the phrasal verbs in communication i
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Study the meaning of the following phrasal verbs: go around, go
6
away, go ahead, go through, go into, go back, go back on, go
beyond, go by, go down, go for, go in for, go through.

ʯ Activity 6.12
Instructions: Look up the meaning of each phrasal verb given
above from a dictionary and then insert the correct
one in the spaces given in the text below individually.

Participations in Argumentative Communications

People show different behaviors when they involve in an

argumentative communication. Some of them_________1 the
bush instead of directly explaining the position they have held.
Moreover, they are so rigid that it is difficult to present reasons
and convince them. Because of this, they are often in difficulties
to ___________2others’ ideas as they think that if they show
agreement to others’ views, they might be considered inferior. It is
obvious that no one in this world can ________3 every discipline
equally and become efficient. Therefore, it is a must to give room
for others’ views and opinions to succeed in one’s communications.
The second group are people who _______4 the limit when they
argue with others for or against a given issue. Even under some
circumstances, they attempt to ________5 you if they think that you
have underestimated them during your argumentative discussions.
This type of characteristics is really very harmful to enhance one’s
communicative skills and learn from others. Therefore, it is important
to advise such people to_______ 6 the rules of communication and
understand them clearly before they take part in any sort of social
discussions.
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i Now, you, as a person who want to develop your communication
t
skills, do you_______7 with your discussions or stop it suddenly
6 and __________8 or attempt to convince them? The third group
are also discussants in an argumentative discussions who are not
willing to understand you unless you _________9 and explain
ideas according to their own level of knowledge. Even sometimes
while the argument is going on, they ask you to ________10
and re-explain what has already been discussed. This kind of
characteristics also has an adverse effect on the interpersonal
communication that people make because time is one of the
requirements in modern human communications. In argumentative
discussions, there is neither winner nor loser. The most important
thing is to ________11 the major premise as deeply as possible,
look for evidences that enable to convince the listener and present
them in a logical manner. The third group of arguers are people who
communicate with you by following the rules of communication as
carefully as possible but they lose their emotion and insult you in
case you ___________12 your promise and ignore appointments. In
its nutshell, ability in argumentative communication is so essential
that it needs referring to literatures and presenting one’s position
with data-base statements.

6.5 Grammar: Tense

6.5.1 present perfect, simple past, and past perfect

ʯ Activity 6.13
Instructions: The text below talks about the history of Momina
who had planned to immigrate from Oromia
Regional State, Eastern Harargie Zone, Bedeno
Town to the Gulf State few years ago. Read the story
and fill in the blank spaces with the correct tense
verb given in the parentheses

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Momina ____1 (was/has been) born of a family of middle economy. i
t
Her parents _______2 (have lived/lived) in Bedeno town for more
than forty years. They produced eight children and seven of them 6
have started to live by their own. She is the youngest child in the
family. They ______3 (sent/have sent/had sent) her to school when
she had turned eight. She continued her primary school education
with good result up to grade eight.

One day, while she was going to the river to fetch water, she _____
4 (heard/had heard) that her niece, Kedo, has come back from Jidda
to her family to pay a visit. After she ______ 5 ( had put/ has put) the
water pot on the ground, she immediately ran to her niece’s house.
As soon as she arrived there, she found Kedo with expensive and
beautiful clothes and fresh complexion. They discussed so many
things for hours and departed. On the next day, Kedo ______6
(went/has gone) to Momina’s parents house to continue their
discussions. Momina welcomed her warmly, prepared traditional
food, “dailo” and tasty coffee. After the invitation was over, they
began to discuss their future life. Momina asked Kedo how she
could lead this kind of luxurious life. Kedo explained her the way
she left her birth place, Bedeno, communicated a broker, reached
Saudi Arabia and hired in one of the richest person’s house in Jidda.
All the family members are so religious and Allah fearing people
that she __________ 7 ( had not faced/has not faced/faced) any
sort of problem up to now. They were considering her as if she were
their own daughter.

Having heard everything about her life in Jidda, Momina asked

Kedo how she can leave for Jidda and lead such type of life.
Though Momina was a good student academically and did not
have economic problem, she _______8 (preferred/ has preferred)
to leave for Jidda and start to lead more luxurious life to passing her

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i time on her education. Accordingly, Kedo told her to steal money
t
that will be paid for a broker and used for other purposes and meet
6 her after two days. Momina broke in her father’s box, took a good
deal of money and ______9 (began/has begun) her journey with
Kedo to Dire Dawa. No sooner than they_____10 (had arrived/
have arrived/arrived) there than the broker Knocked on the door of
their room in the hotel. He is a smart broker who involves in many
activities. Kedo introduced Momina to the broker and then she left
them alone to discuss different things freely. They ____ 11 (kept
on/have kept on) their discussions for hours. Momina was so happy
thinking the future bright future she will face in Jidda. After they
______12 (finished/have finished) their discussions, the broker
asked Momina to give him 30,000 birr to settle different payments
for her journey and stay the night with him. He further told her
that if she does these two things, he will make life a bed of rose for
her. After thinking for some minutes, she discussed the matter with
Kedo. She ______13 (thought/has taught) for few minutes and told
her to accept his requests. She also convinced her by telling her that
he is an honest person who has succeeded in changing the life of
many girls like her from different places. If she does not respond
positively to his question, her future plan cannot be successful.
Accordingly, Momina gave him the money he asked her, stayed the
night with him and lost her virginity. They went on staying together
for many more days without taking any contraceptive pills.

The days _______14 (have gone/went) but no sign of journey

to Jidda. Momina ___15 (has finished/finished) her money, lost
her virginity and feeling a sense of pregnancy. Now things have
become complicated and asked Kedo about their journey. She
looked at her fiercely and told her” Keep quiet. This is the place
where I___________16 (have worked/worked/had worked) for
the last ten years. Let me assure you that I _________17 (have

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never seen/had never seen/did not see) Jidda with my eyes. I have i
t
been pretending as if I were there to draw you attention. The broker
will find a job for you somewhere and work as a house maid.” 6
Momina screamed and told her that she has nausea and does not
feel comfortable after she eats food. Kedo laughed with her and
told her that based on her own experience, she__________ 18 (has
already been/hade already been) pregnant. Weeping bitterly asked
Kedo what she should do. Kedo smilingly responded to her “

If this is the case, you can go back to Bedeno and give a birth to a
new baby and enjoy with it” Kedo shouted loudly again and cursed
the day on which she was born and left the room hurriedly. She did
not come back. Oh, the helpless Kedo!

Š Short Note

Simple past tense: is used to describe past actions or

events that do not have any sort of relationship with
the present situations.

Present perfect tense: is used to describe an action

that started in the past and is still going on at the time
of speaking or stopped right at the time of speaking

Past perfect tense: is used to describe an action

happened earlier before the subsequent past action.
Due to this, this tense is sometimes called the “before”
tense. Using the prepositions at, in or of

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i 6.5.2 Using different prepositions
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6 ʯ Activity 6.14
Instructions: Being in pairs, use the prepositions: “at”, “in”
or “of” in the blank spaces given in the text given
below.
Have you ever thought that Ethiopia will be _________ (1) war? I
heard the outbreak of the war___(2) 6 a.m. in the morning. The war
broke out ________ (3)October, 2020. It reminds me ______ (4)
the humanitarian and property losses whose effects have still been
observed _____ (5)Kara Mara battle field. If you get the chance
to go to Jigjiga, you could observe many unforgettable sacrifices
paid during the war that took place between Ethiopian and Somali
soldiers ___(6)1969 E.C. I went to Jigjiga _____(7)Ethiopian
Christmas in 2000. When I arrived______ (8)Kara Mara ______
(9)lunch time ___(10) the mid-day, I could see many remnants
that witness the bloody war that took place between Ethiopian and
Somalian soldiers forty-four years back. As I arrived ________
(11)the hill _______(12)the afternoon, I was unable to get off the
bus and take photographs. My nephew, who arrived at the place
___(13)sunset, however, could do it. In the same way, currently
war is going on ______(14)the northern part of the country. War
has become the dominant part of the country’s history. May this
country have better thinkers who believe in the war that takes place
around tables?

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Š Short Note
6
■ We use “at” when we are talking about a specific time of
day, or event like breakfast time, Easter, night, Easter
Holiday, Christmas, scene, etc
■ We use “in” to describe a more general period of time
that does not have a specific clock time or time of
day. Example, early in the morning, in the middle of
the period, in summer season, in 1959, in trouble, in
problem,

ʯ Activity 6.15
Instructions: Use the prepositions in, at, behind, below, beside,
after, around, between, by, from, down, inside,
near, into, next to, outside, towards in the blank
spaces given in the sentences below.
1. Why do you sit ________the desk while you can sit
on the chair next to it?
2. Merima always likes to sit ________her friend,
Teshome, in the classroom so that she can easily
discuss anything and solve problems.
3. Feyisa has lots of money ________the drawer. Ask
him to lend you some.
4. Our teacher gave the test papers out to us
_______the end of the class, so we did not have time
to get corrections.
5. Hadgu always rides his bicycle ______to the town
quickly to bring his child from school.
6. Before you give opinions, it is important to look____
the case and decide what to say.
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i 7. Zazotie always sits ______Almaz and Roman but
t her sister Zebenay sits _______Firew, Teshome and
6 Alayu.
8. ____________you finish doing your exam, it is a
must to check your answers once again.
9. In the country-side children sit ___the fire at night
and listen to stories from older people.
10. The temperature of the day has gone _____zero
degree Celsius; many people decided to stay indoors.
6.5.3 Adverb clauses of Purpose

ʯ Activity 6.16
Instructions: Read the example sentences given below very
carefully and construct your own in the same way.
1. This year our farmers have sufficient amount of rain
so that they will get good harvest.
2. We left early for fear that we should be late for
classes.
3. We left early lest we should be late for classes.
4. Our farmers are these days using new technologies
when they do their farming activities so that they can
save time and energy.
5. This year the spread of weeds and plant diseases is
being well controlled across the country in order
that our farmers will obtain high yield.
Š Short Note
A clause of purpose is used to tell you about the purpose
of the verb in the main clause. It is introduced by the
subordinating conjunctions such as that, so that, in order
that, in order to, to, for fear that and lest.

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6.6 Writing 6
6.6.1 Revision: Summary Writing

You remember that we have discussed what a summary writing

is and the main guidelines that help you write a good summary in
this textbook in the preceding units. Now, let us continue writing
a summary as it is an important study skill that you should well
master it to succeed in your academic endeavours..

Summary is a piece of writing that talks about the main idea of

the original text as shortly as possible. In writing a
good summary, it is important to follow the guiding
principles listed here below:
■ It should be in the form of a paragraph.
■ It begins with an introductory sentence that states the most
essential ideas of the writer.
■ Do not try to include every idea in the original text
■ Understand the main idea in each paragraph and rewrite it briefly
in your own words
■ Make sure that one-third of the original text is a good summary
■ Do not insert any of your own opinions, interpretations,
deductions or comments into it.
■ Write a last sentence that “wraps” up or concludes your summary

ʯ Activity 6.17
Instructions: Read the original text given below and its summary
and then summarize the next text accordingly

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6 Skills Required for the 21st Century

The twenty-first century skills have been developed for the 21st
century education system. They are widely used in every aspect
of human activities such as learning, teaching, business, farming,
sport, etc. In this globally and digitally interconnected world, all
learners from cradle to career need these skills and knowledge
to succeed. If students want to prepare themselves for success in
school, work and life, they need to essentially develop these skills
as they are more important for them now than ever before. They not
only provide a framework for successful learning in the classroom
but also ensure readiness and competence in a world where change
is constant and learning never stops. The 21st century is not in the
distant future; it is today. Students, who are the building blocks
of their country in the future, do not have a moment to lose in
preparing themselves to compete and succeed in every aspect of
life. Though some researchers list twelve skills that people need
for the 21century, the most important ones are communication,
collaboration, critical thinking and creativity.

Communication refers to student’s ability to share information

while expressing their thoughts and opinions clearly to others. It
requires strong listening and evaluation skills to make interactions
and clarity of the message effective. Nowadays, however educated
you are or diligent enough to do your academic activities, it is
unthinkable to achieve your goal unless your communicative skills
are strong and up to the required standard. When your communicative
skills are strong, fast and of the required standard, your academic
competence shows progress from day to day, month to month and
year to year. Communication can be carried out orally, in writing or
paralinguistically. The other essential skill is collaboration. It is the

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practice of working together to achieve a common goal. Virtually, i
t
every job requires someone to work with another person at some
point even if it is for something as simple as what to get for lunch. 6
Practicing collaboration helps students understand how to address
a problem, pitch solutions, and decide the best course of action.
It is also helpful for them to learn that other people do not always
have the same idea in doing the same work. Hence, working with
others collaboratively helps them to learn from others and thus they
will be ready to apply another way if they find the first one less
applicable. If students practice collaboration more and more, they
share what they have for others and take also from others and fill in
their gaps. In fact, when they work collaboratively, they may face
different challenges that retard their progress. The point that should
be capitalized here is that challenges by themselves are schools in
which a variety of solutions to problems are learnt. We all know
that the more we are challenged, the better we think and look for
solutions. Therefore, it is always important to appreciate challenges
that appear due to collaborative activities and benefit the lessons
that they provide in the course of solving a problem.

Critical thinking is the practice of analyzing, evaluating, measuring

and interpreting a given idea or theory from different angles
with sound reasons and coming up with convincing conclusions.
Different people attempt to solve problems in different ways but
those people who critically think and pass decisions, solve them
in a better way. Students need this skill to always ask why and
how before accepting any idea or theory. When they do this, they
become self-assertive and reasonable who do not disseminate
informed opinions to others. It is because of this scholars say that
critical thinking is the practice of thinking outside the box. The
understanding is that if you are a critical thinker, you do not shout
when others shout. You do not throw stones at buildings when
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i others are doing it. You do not hate others when others fill you
t
with hate speech. Instead, you always take time, analyze situations,
6 evaluate the pros and cons and come up with final decisions. Now,
are you ready to become a critical thinker? The other skill that
students need in this century is creativity. There is an old platitude
which goes as “Necessity is the mother of invention”. We are
always living with problems though the degree varies from context
to context. However, when people are creative, every problem has
its own solution and the solution can make life simpler and simpler
for others. Do you observe the human progresses made around
computer, media, clothing, housing, etc.? Do you think that all
the progress we observe are free from creativity? The answer is
no. The cell-phone that you are currently using may not be used
after few years because human needs are dynamic. So, creative
minds innovate better cellphones and provide you. Make sure that
if there are questions that are going on in your brain, creativity has
already started. It is a matter of time. In this regard, do not you
appreciate our illiterate mothers and fathers, who have never gone
to school but created different farming implements, cultivated the
land through their own creativity and supply different food items to
their family and others? Do not you appreciate the process that they
pass through in making different delicious traditional dishes and
drinks that they serve us ? Hence, students, are you ready to create
and solve one of the problems troubling you and others?

The Summarized Version

The 21st century skills are one of the crucial components in the educational
system across the world. The belief is that unless students have developed
these skills, it is difficult for them to succeed both in schools and tomorrow in
world of work. The most essential skills are collaboration, communication,
collaboration, critical thinking and creativity. Communication refers to

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the skill to get and share accurate and relevant information that speed up i
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learning. Collaboration is a skill we need to work with others to share
experiences and bridge the gaps with one another. Critical thinking is a 6
skill that enables to examine ideas from different angles reasonably before
reaching a decision. Creativity is a skill that leads people to innovate new
procedures or objects that make life simple and comfortable. Thus, you as
a student, should always work day and night to achieve them.
A text to be summarized

Causes and Solutions to Reduce Academic

Dishonesty

Many pieces of research have been conducted on the causes and

effects of cheating on examinations, tests, essays and assignments
whether at primary, secondary or higher learning institutions level.
In their findings, they list the major factors for cheating as: stress,
failure to attend classes properly, difficulty to understand the
lessons taught in the class, laziness to study lessons on time, lack
of commitment to tackle academic challenges, less interest to work
collaboratively with peers, pressure and stress revolving around
exams and grades, lack of confidence and study skills.

As findings confirm, those students who cheat on tests, essays, or

assignments find themselves facing repercussions such as failure,
suspension, expulsion, and notoriousness. If a student succeeds at
cheating once, he/she is likely to repeat the task perhaps in the next
environment. She/he does not attempt to critically think and work
hard to achieve her/his goal. She/he is often seen fail to see path
beyond failure and create strategies that enable her/him to deal with
anxiety and pressure in the interim. The other worst thing of all other
negative side effect is that if cheating is the inherent behaviour of a
student, she/he does not attempt to genuinely work and bring about
progress in the other contexts of life. For such students, intelligence
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i is to deceive or cheat and behave as if they were abled and efficient.
t
Because of this, they are always suspicious to trust others since they
6 themselves have already experienced success through cheating.

Academic dishonesty has been around since time immemorial

and is a problem with seemingly no solution in sight. However, as
students, make sure that those students who allow you to cheat are
murderers and you are a diseased. Make sure that the moment you
decide to cheat on examinations, you have decided to distort your life
and accept failure. Notice that cheating is thinking with someone’s
mind and this is the beginning of losing your human integrity. You
have been provided with brain that functions equally with that of
the student from whom you copy answers on examinations. The
difference is the preparation you make, your commitment to think
actively and critically, your effort to solve problems and develop
confidence.

The first important quality to achieve success is honesty. To this

effect, you should first be honest to yourself. When you are honest
to yourself, you develop one of the essential personal qualities
that gives you high social value in any community. Cheating may
temporarily bring success to you but its effect always disturbs your
mind and makes you restless. When this happens, your health is
affected and sometimes it can take you to protracted diseases. Be
certain that you begin to build your country the moment you have
started to believe in honesty and genuinity. If you are a cheat at
school, no reason to immerse yourself into corruption and other
harmful activities that are detrimental to your country when you
join the world of work. So, are you now ready to fight cheating as
a student of Grade Ten?

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6.6.2 Interpreting Graphs i
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• A graph is a diagram that consists of statistical data or information
6
in number. If you do a small scale research, for example, entitled,
“ The Causes of Late Coming to School”, you collect the data
from different student-respondents, analyze them and present
the results either in the form of a table or graph.

• When you explain the data given in a graph, you can use the
sentence starters such as: The number of late comers increases/
decreases, rises, grows, the pattern I notice in the graph is…..
The difference between ….and …. is, A probable reason for
this is…….. As we observe on the graph, the number of late
comers…..declines; fluctuates, gently, gradually, slightly,
steadily; suddenly, sharply, dramatically.

Bottom of Form

ʯ Activity 6.18
Instructions: Look into the bar graph given below and explain
what it talks about using different sentence starters

Fig17. Female students enrollments in secondary schools.

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6 1. In many English words an “i “ comes before “e “ except a “c” or

sounding like [a] or [e]
Example: niece, belief, cashier and achieve but conceit, ceiling,
perceive, deceive like leisure, height and heiress but
neighbor” and “weigh.”
2. Keep silent “e” when adding -able
Example: manage………manageable, encourage…encourageable,
etc
3. The silent “e” is removed when you add the suffix “-y”
Example: shine…… shiny but dice…… dicey
4. The plural form of a noun takes –ies if the noun before a “-y” is a
consonant but takes only an “-s” when it comes before a vowel
Example: baby…babies, lorry….lories, story…stories, but day…
days, key…. Keys,
5. The final “-e” is removed from the word when you add “_ies”
Example: shine….shinnies, ice........ icies

ʯ Activity 6.19
Instructions: Choose the word spelt correctly from the alternatives
given into the parentheses.

1. Ato Teklay has been an honest and positive person.

Nowadays, however, he has been caught doing lots of
(mischiefs/mischeifs)
2. Tiruwork was so hungry that she stood up and
(seized/siezed) the man furiously.
3. Nowadays asking for a (receipt/reciept) after buying
any item or getting any service is one of the basic
requirements from a genuine citizen.

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4. Have you ever (recieved/received) any message from i
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your boss about your progress?
5. I am neither rich nor poor but I am always self 6
(sufficient/sifficeint).
6. You should always check your (wieght/weight);
otherwise, you will face a serious health problem.
7. Tsedale has less interest for (foriegn/foreign)
products.
8. We Ethiopians do not have any tolerance when
anyone attempts to trespass up on our (sovereignty/
soverniegnty).
9. What are main (species/speceis) of lion?
10. (Neighbours?Niebours) have important roles in
strengthening mutual life if they are mature and
resourceful.

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Unit
7.Branding Ethiopia and
7

National Identity
Upon the completion of this unit, you will be able to:

ͬ listen to an expository or descriptive texts and extract specific

information.

ͬ pronounce English vowel and consonant sounds and

communicate intelligibly.

ͬ describe a process involved in producing something

ͬ analyze and interpret meanings, read an expository and

descriptive text (factual articles)

ͬ work out the contextual meanings of words from the passage

and use them in your own communication

ͬ analyze, infer, interpret and personalize information from the

reading text

ͬ use a variety of text-attack–skills (skimming, scanning ,intensive

reading)and get meaning from any text that they read

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ͬ identify different word formation processes and use the words
you have derived in your communication components 7
ͬ practise with different phrasal verbs and use them both in
spoken and written English
ͬ use different types of conditionals correctly in both spoken and
written communications

ͬ describe places or objects in different essays

7.1 Listening
7.1.1 Ethiopia: The Land of Origins

ʯ Activity 7.1
Instructions: You are going to listen to a passage entitled
“Ethiopia: The Land of Origins”. Before you listen
to the passage, discuss the following questions in
groups of three/four and report your answer to the
whole class through your group representative.

Fig. 18: Dallol Depression Fig. 19: Lucy (Dinkenesh)

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Fig. 20: Map of Ethiopia

1. Are you familiar with the geography and climate of

Ethiopia?
2. Why do some people describe Ethiopia as “Thirteen
Months of Sunshine?”
3. Why is Ethiopia called the “The Land of Origins”?
ʯ Activity 7.2
Instructions: Listen to the passage carefully when your teacher
reads, and fill in the blank spaces with the correct
word or phrase.

Ethiopia: The Land of Origins

1. Location of Ethiopia_________________________.
2. Countries that are neighboring Ethiopia ________,
_______,_______,________, ______ and ________.
3. ____________ and __________ are the highest and
the lowest parts of Ethiopia.
4. The two Africa’s biggest geological structures
are___________ and _______________. Activity 7.3

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ʯ Activity 7.3
7
Instructions: Answer the following questions based on the
information in the listening text.

1. Which country is the most populous in Africa?

2. What are the two famous international organizations
based in Ethiopia?
3. Where was Lucy discovered?
4. Ethiopia is the land of origin, what do you understand
on this expression?

Instructions: According to the listening text, confirm whether

each of the following sentences is true or false.

1. Ardi is older than Lucy.

2. The Solomon Kingdom is the oldest one in Ethiopian
history.
ʯ Activity 7.4
Instructions: Answer the questions below based on the lessons
you get from the listening text and discuss your
answers in groups of three/four.

1. Why do we say that Ethiopia is a landlocked country?

Has it always been landlocked?”
2. Can we make our cultural and historical values more
modern than before?
3. How can we make Ethiopian coffee more acceptable
and unique brand in the world market?

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7.2 Speaking
7 7.2.1 Revision: Pronouncing [æ], [ə] and [j] Vowels

ʯ Activity 7.5
Instructions: Say out the words with vowel sounds in bold in each
sentence right after your teacher.

1. The carpenter spent a fantastic holiday with his

friend.
2. Mr. Aberra is a manager of a charity organization.
3. You better be a producer rather than only a
consumer.
4. The firm is economical in using consumables.
5. My tenure in the university changed my attitude.
6. Would you like to continue with your education?
ʯ Activity 7.6
Instructions: Now, look up two words for each vowel sound given
below from a dictionary and pronounce them loudly
to your neighbour and vice versa.

1. [æ],_________ _________
2. [ ə], _________ _________
3. [j], _________ _________

ʯ Activity 7.7
Intructions: Match the diphthongs listed under column A with
their appropriate examples under column B. Then,
practice pronouncing the examples with your
partner.

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Column A Column B
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1 /aɪ/ a. bound, house
2 /eɪ/ b. pair, lair, chair 7
3 /əʊ/ c. cry, my, like, bright, lime
4 /aʊ/ d. bake , rain, lay, eight, break
5 /eə/ e. go, oh, slow, loan, though
6 [ɔi] f. sure, january
7 [uə] g. boy, voice, enjoy
8 [iə] h. hear, here, appear

Summary on Consonants and Vowels

A. Vowels
Consonant sounds are mostly articulated via closure or obstruction
in the vocal tract; however, vowel sounds are produced with a
relatively free flow of air, and they are all typically voiced. To
describe vowel sounds, we consider the way in which the tongue
influences the shape through which the airflow must pass. To talk
about a place of articulation, we think of the space inside the mouth
as having a front versus a back and a high versus a low area.
B. Diphthongs
We regularly create sounds that consist of a combination of two
vowel sounds, in addition to single vowel sounds. These are known
as diphthongs and are of course, symbolized by the combination
of their elements. When we produce diphthongs, our vocal organs
move from one vocalic position [a] to another [ɪ] as we produce the
sound [aɪ], as in Hi or Bye.
C. Pronouncing the Diphthongs: [ei] and [ai ]
■ When a day goes, months and years may come eventually.
■ Goodbye, see you at eight o’clock.

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i 7.2.2 Revision: Expressing Opinions through Agreement
t and Disagreement
7
ʯ Activity 7.8
Instructions: The dialogue below is between two students,
Abebe and Met’elo. Read it carefully and write
an appropriate opinion that shows agreement or
disagreement in the blank spaces.
Abebe: As far as I am concerned, war is always a backward approach
to solving a problem.
Met’elo: In my opinion,__________________________________.
Abebe: What do you think of the ever lighting victory Ethiopia
achieved over the Italian Army?
Met’elo: As I see, ______________________________________.
Abebe: That is an interesting point but I am of the opinion that though
we fought courageously and defeated the Italians’ troops,
we have never defeated poverty so we are still under the
influence of the developed countries.
Met’elo: Yes, of course. I agree with you but sometimes I think that
the patriotistic achievements should not be limited only
to defeating war but also conquering hunger and famine.
Abebe: ____________________________________________.
Met’elo: I agree with you but from my point of view, if people first
achieve their freedom, the sacrifice that they pay for
economic .progress is not beyond control.
Abebe: _____________________________________________.
Metselo: Neither do I.
Abebe: I am busy with my assignments. Let us stop our discussion
here and meet next time.
Metselo: _______________________________________________

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ʯ Activity 7. 9
7
Instruction: Be in pairs, think of any title that requires different
opinions either through agreement or disagreement.
For example, “giving priority to indigenous
knowledge is a means to fast development in all
aspects of human life” and then exchange your
opinions being in pairs

Stating and asking for an opinion

Try to use some of the language to ask for and give opinions. Choose
any topic such as: marriage, the dangers of the internet for children,
the government should interfere in market price, COVID-19 is a
curse from God.
Example
A: What do you think about marriage?
B: I don’t think it’s comfortable for everyone. There are people
who do not want to get married throughout their life due to
their own reasons. In addition, even if there are people who
want to get married, the cost of wedding is this days
skyrocketing.
A: Well, I agree with you but don’t forget that it is a foundation
to build a society. In my view, the cost for wedding can be
determined by the agreement to be made by the two parties.
B: Sorry to interrupt. As I see it, marriage leads to divorce when
thecouple don’t study each other carefully before the marriage
takes place.

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t Instructions: When you give opinions, try to use the expressions
7 given in the table below.
• In my opinion...
• The way I see it...
• If you want my honest opinion....
Stating an opinion
• According to Aziza...
• As far as I’m concerned...
• If you ask me...
• What’s your idea?
• What are your thoughts on all of these?
• How do you feel about that?
Asking for an opinion • Do you have anything to say about this?
• What do you think?
• Do you agree?
• Wouldn’t you say?

Agreeing and Disagreeing

When you want to indicate that you agree with someone or something,
the simplest way is to say ‘yes’. People often say something further,
especially in more formal discussions. The following table contains
list of expressions we use to state agreement. By the same token,
rather than simply expressing complete disagreement, people
usually try to disagree politely using expressions which soften
the contradictory opinion they are giving. ‘I don’t think so’ and
‘Not really’ are the commonest of these sayings. The table below
contains additional expressions we use to show our disagreement.

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Exactly.
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That’s an interesting point, isn’t it?
I agree with you 100 percent. 7
It was really good, wasn’t it, Berhanu?
Expressing agreement I couldn’t agree with you more.
That’s so true.
That’s for sure.
That’s right.
You’re absolutely right.
I don’t think so.
Not really.
(strong) No way.
Actually, no.
I’m afraid I disagree.
Expressing disagreement
I don’t know about that.
(strong) I totally disagree.
I beg to differ.
Yes, but…..
(strong) I’d say the exact opposite.

ʯ Activity 7.10
Instructions: In pairs, express your agreement on the following
topic using the expressions of agreement from the
above table.
Topic: 1.Foreign aids do not necessarily solve the problem of
developing countries.
2. Social media should be censored by the government .
1. ____________________________________________
___________________________________________
2. ____________________________________________
__________________________________________
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i Revision:Giving Suggestions/Advice
t
I. Giving Suggestions
7
There are many ways of suggesting a course of action to someone.

Study the following examples carefully.

Using What about/How about + “-ing” Form and

Let.
Danite: Today, we do not have class; let us visit the new zoo.
Gelebo: What about going to the library this afternoon?
Kereta: I am feeling wretched; let us play football.
Denboba: How about the meeting we have been called by the Charity
Club?
Demeke: Let us discuss how we can help the helpless people in our
village.
Fozia: That is the wonderful idea. Where shall we sit?

Instructions: Be in pairs and let one of you give suggestion and

the other agree or disagree to them in full sentences
as in the examples given above.

Using Could to give suggestions

We can use “could” to give suggestions.

Examples
A. you want to buy the new book but you don’t have money.
Suggestion: you could talk to your friend and ask him to lend you
some money.
B. You cannot talk to your friend on cellphone.
Suggestion: you could talk to him on fixed telephone.

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ʯ Activity 7.11 t
Instructions: In pairs/small groups, make as many suggestions 7
as you can using the expressions above.
II. Giving Advice with Should, Ought to and had better
There are many ways of giving advice to someone. In English, we
use the modal verbs should, ought to and had better to express
that we think something is a good (or a bad idea. Should is the most
common way to give advice.
III. Giving advice with WHY + Negative or What If
A. Why don’t we go to the farm tomorrow?
B. Why don’t the children eat their lunch before they leave for
picnic?
C. Why don’t you read this book on friendship instead of getting
advice from others?
D. What if some of us discuss this lesson in groups?

ʯ Activity 7.12
Instructions: In pairs/small groups, give as many pieces of advice
as you can by using the expressions should, ought
to and had better.
Example:
Mikreab: Hey Tolkaso, do you mind if I ask you for some advice?
Tefera : Of course not. Please go ahead.
Mikreab: I’m thinking about buying a new shirt. What kind of shirt
should I buy?
Tefera: Hmm… good question Mikreab. you had better buy
Ethiopian brand?
Mikreab: I have thought to buy an Italian model, but I have changed
my idea to buy the made in Ethiopia brand.
Tefera: oh, that sounds better; you ought to buy the Hawassa
Industrial product.
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i Mikreab: Thank you indeed, I’ll buy it.
t
7
1. _________________________________________
2. ________________________________________
3. __________________________________________
4. __________________________________________
5. __________________________________________
6. __________________________________________
Describing places, people and objects

ʯ Activity 7.13
Instructions: In pairs, talk about the following pictures using the
vocabularies mentioned below.

attractive, beautiful, calm, charming,

enchanting, fascinating, fresh, homey,
Adjectives to express likes
inspiring, peaceful, vibrant, magical,
of a person or a place
majestic, contemporary, modern, ancient,
quite, traditional, exciting, huge, popular

Expressing dislikes of a boring, ugly, senseless, crowded, deserted,

person or a place dull, expensive, horrifying, terrible, stormy,
shanty, and etc.

Fig. 21: Ethiopian Lady with traditional costume and Adwa

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1. An Ethiopian Lady making traditional coffee being in i
t
her traditional costume.
2. The historical chain of Mount Adwa where Ethiopians 7
fought with the Italian troops, acheived victory and
declared the equality of all human race for the first
time.
Describing Things

ʯ Activity 7.14
Instructions:Read the desription given below carefully and then
describe any other house furniture in your house
in the same way and then speak about it to the hole
class.

A. kitchen platform
This is a kitchen platform. Above
it, there is a small cupboard in
which there are kettle and pans.
On the platform, there is a gas-
stove as well as a microwave
unit. Near the microwave, there
is a sink with water-taps.Below
the kitchen platform, there are a
number of cupboards to keep big
and small dishes, pots, etc.
Fig. 22: kitchen platform

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i B. My cell-phone
t
1. My cell-phone is the latest model,
7 which is not only a phone,
2. It is a device for storing all essential
information, such as
■ a telephone directory,
■ financial transactions, addresses, etc.
3. I can use it for sending and receiving
messages.
4. My cell phone provides immense
entertainment to me. Fig. 23:

5. I have stored in it all my favorite songs.

6. It has a powerful camera in it, and a device to attach it to my
computer.
7. I use my cell-phone to keep record of
■ my financial transactions,
■ bank-account numbers,
■ and all essential information, such as my C.V., postal addresses,
etc.
8. My cell-phone is constantly with me, wherever I go.
9. There is a device in it to remind me of my appointments, train
timings, etc.
C. Ethiopian Airlines

1. Can you describe about the following picture of

Ethiopian airline?
2. Do you like it? Why?

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7

Fig 24. Ethiopian Airlines

The Ethiopian Airlines is one of our assets what the country

contributes to the world. It is the sybmole of Ethiopians which
contains three coloured flag, Green, yellow, and red. It is by far
Africa’s leading airline and is twice the size of number-two. It has
grown faster than the rest of Africa’s top-10 put together. Ethiopian
currently serves 121 international destinations (64 in Africa) across
5 continents with over 270 daily departures. If travelling within
Ethiopia, there are substantial discounts offered for domestic flights
when international flights to/from Addis Ababa are flown with
Ethiopian Airlines. Using the Ethiopian Mobile Booking App, our
guests can now book, pay, check-in and download boarding cards
to their phone.

Ethiopian Airlines is a highly-coordinated hub carrier that uses its

well-positioned Addis Ababa hub to target growing and increasingly
important markets. It mainly focuses on connecting the Middle
East, Asia, Europe, and North America with East, South, Central,
and West Africa, along with connecting other countries.

Due to these all contributions, the Ethiopian Airlines has been

crowned as the ‘Best African Airline’ at the 2021 Business Travelers
Awards.
Adapted from Ethiopian Airlines, December, 2021
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7.3 Reading
7
7.3.1 Part I: Ethiopia Through Writers’ Eyes

ʯ Activity 7.15
Instructions: Before you read the passage given below, discuss
the following questions in small groups.

1. Do you know the old boundary of Ethiopia?

2. What do you understand when the Great books,
Holy Bible and Kuran say about Shem, Kush, Ham,
Aethiopia, and Ityopis?

ʯ Activity 7.16
Instructions: The series of reading paragraphs is taken from
the megazine known as “Selamta” published at
different times. Read the views of the writers and
answer the questions that follow.

1. “Today, we may be sure Ethiopia is a country in northeast

Africa, but the country’s borders have not always been so
well defined. In the past, Ethiopia, depending on the whims
and knowledge of writers and geographers, was at times
made up of all of sub-Saharan Africa - with a coastline that
wandered from the Red Sea to the Atlantic Ocean - or was
solely the area circumscribed between the northern reach
of Egypt’s desert and the confluence of the Blue Nile and
Atbara Rivers. The Greek Bible had the spawn of Shem,
Kush and Ham go and multiply in Egypt and Aethiopia
- a tale later reprised in a legend that has Axum’s capital
founded by none other than Ityopis, son of Kush.”
Source: Ethiopian Airlines, Selamta (Yves-Marie Stranger)

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2. “Some of the inhabitants of that part of the coast which is i
t
without water go inland every five days, accompanied by
all their families, with songs and rejoicings, to the watering 7
places, where, throwing themselves on their faces, they
drink as beasts until their stomachs are distended like a
drum. They then return again to the sea-coast. They dwell in
caves or cabins, with roofs consisting of beams and rafters
made of the bones and spines of whales, and covered with
branches of the olive tree. The Chelonophagi [Turtle-eaters]
live under the cover of shells (of turtles), which are large
enough to be used as boats. Some make of the sea-weed,
which is thrown up in large quantities, lofty and hill-like
heaps, which are hollowed out, and underneath which they
live. They cast out the dead, which are carried away by the
tide, as food for fish.”
Source: Selamta: Strabo’s Geographica , written circa 7 BC and,
published in its first ‘modern’ edition in 1469.

3. “We went to the King’s stronghold and climbed a high

building, a stately edifice which ranks among the most
wonderful of wonderful buildings and among the most
beautiful of exceptional wonders, constructed of stone and
lime. And there is in that town, indeed in the whole of
Abyssinia, no other but it (as it is of very pleasing appearance
and handsome design), because all other dwellings in these
localities are only nests of grass. . . .
Source: Ethiopian Airlines, Selamta, Hasan Ben Ahmed El
Haimi,na Yemeni Embassy to Gondar in the year 1648.

4. “Last year, I returned to Ethiopia for only the second time

in 13 years. I did it in careful stages, spending a day getting
re-acquainted with Gondar, its unpaved back roads and
crumbling castles, and a couple in Lalibela, where, hiring
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i a guide, I began to encounter a country both foreign to me,
t
and, in a visceral way, completely familiar.
7 Source: Selamta, Aida Edemariam’s writing in The Guardian, Sept.
1, 2007

5. The day I left Lalibela dawned clear and sunny, and by 10

a.m. I was being driven in a 4x4 into the towering mountain
escarpments that ring the town by Mekedim. We were
coming to the end of the small rains, but the stony terraced
fields were dry. . . At a seemingly random point Mekedim
said, ‘Stop: let’s walk from here.’ Minutes later, we saw
why: the ground dropped away into a sudden vista of depth
and wonder, jagged cliffs soaring down to valleys hundreds
of meters below, to mountains upon mountains piling into
the distance. The vast sky was punctuated by the grey
shrouds of rain showers. They blew past like visitations,
soaked everything and were gone.”
Slightly adapted from Selamta magazine May-June 2017 edition

1. What is Aethiopia?
2. Why is Yves-Marie doubtful about Ethiopia’s border?
3. According to Strabo, the then dwellers of the
coastline lived in______ and ________.
4. In Strabo’s Geographica, why do the people throw
their dead in the sea?
5. Hasan Ben Ahmed El Haimi talks about “that town”.
Which town was he referring to?
6. When did Aida Edemariam first come to Ethiopia?
7. How many days did Aida spend in Gondar?
8. Why did Mekedim advise Aida to walk?

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Instructions: Discuss the following questions in pairs.

7

1. Which history of Ethiopia is amazing and inspiring

for you? Why?
2. Why do people call Ethiopa “The Land of Origions”?

7.3.2 Part II: Ethiopia’s Heritages Registered by

UNESCO
ʯ Activity 7.18
Instructions:Discuss the following questions before you read the
articles given below.

1. What are heritages?

2. Mention the Ethiopian heritages registered in
UNESCO and describe one of them.
3. Predict what the reading text is about from the
illustrations given below.

Harar Jugol
1. The fortified historic
town of Harar is located
in the eastern part of
Ethiopia, 525 km from
the capital of Addis
Ababa, on a plateau with
deep gorges delimited
by deserts and savannah.
The walls surrounding

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i this sacred city, considered “the fourth holy city” of Islam,
t
were built between the 13th and 16th centuries and served
7 as a protective barrier. There were five historic gates, which
corresponded to the main roads to the town and also served
to divide the city into five vicinities, but this division is not
functional anymore. The Harar gate, from where the main
streets lead to the centre, is of recent construction. Harar
Jugol numbers 82 mosques, three of which date from the 10th
century, 102 shrines and a number of traditional, Indian and
combined townhouses with unique interior designs, which
constitute a spectacular part of Harare’s cultural heritage.

The Konso Cultural Landscape (Terraces)

2. The Konso Cultural
Landscape is characterized
by extensive dry stone
terraces bearing witness to the
persistent human struggle to
use and harness the hard, dry
and rocky environment. The
terraces retain the soil from
erosion, collect a maximum of
water, discharge the excess,
and create terraced fields that are used for agriculture. The
terraces are the main features of the Konso landscape and
the hills are contoured with the dry stone walls, which at
places reach up to 5 meters in height. The walled towns and
settlements (paletas) of the Konso Cultural Landscape are
located on high plains or hill summits selected for their
strategic and defensive advantage. These towns are circled
by between one and six rounds of dry stone defensive walls,

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built of locally available rock. The cultural spaces inside i
t
the walled towns, called ‘moras’, retain an important and
central role in the life of the Konso. 7

ʯ Activity 7.19
Instructions: Individually, answer the following questions based
on the articles you have read above by writing your
answers in your exercise book.

1. Explain the ideas of the first paragraph of the

passage.
2. When do you think that Harar Jugol city was formed
and why it is said to be a sacred city?
3. The Konso Cultural Landscape is characterized by __
________________________________
4. What are the benefits of the Konso terraces? _______
5. Why could heritage be an individual, group and
national identity? __________________________

7.4 Vocabulary
Part I:

ʯ Activity 7.20
Instructionss: The following words are taken from the above
reading passage. Match those under column “A”
with their contextual meaning under column ” B”.

A B
1 whims (par 1) A interrupted
2 confluence (par 1) B landscape
3 spawn (par 1) C primitive
4 inhabitants (par 2) D throttlehold

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i 5 stronghold (par 3) E swollen
t
6 visceral (par 4) F population
7 7 vista (par 5) G offspring
8 punctuate (par 5) H flowing together
9 distended (par 2) I ideas/notions
Part II:

ʯ Activity 7.21
Instructions: Look at each of the words given below in paragraphs
1,2, 3 and 4 and then, write their contextual
meanings as they are used in the passage.
1. sacred city (par 1) ______________________
2. fortified (par 1)_________________________
3. vicinities (par 1)________________________
4. shrines (par 1)__________________________
5. spectacular (par 2)______________________
6. retain (par 2)___________________________
7. summits (par 2)_________________________
8. contoured (par 2)________________________

7.4.1 Word Formation: Prefixes and suffixes

Prefixes and suffixes are common in English and their correct
use can help enhance the language skills and deal with unknown
vocabulary easily.
I. What is Prefix?
A prefix is part of a word that is added at the beginning of the root
word to form a new word. A prefix does not have any meaning of
its own but when added to a root word it modifies the meaning of
the word. Prefix makes a word negative, indicate opinion or show
repetition.

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Study the following examples:
7
1 un- (prefix) + happy (root word) = unhappy (new word)
2 dis- (prefix) + organized (root word) = disorganised (new word)

ʯ Activity 7.22
Instructions: Write the new word by adding the correct prefix
from the list below. You can use one prefix more
than once. The first one is done for you.
bi-, de-, pre-, un-, im-, kilo-,out-,mis-, re-.
No. Root word New Word No Root word New Word
1 moral immoral 7 design
2 write 8 wise
3 weigh 9 necessary
4 classify 10 polar
5 management 11 annual
6 expected 12 fix
II. What are Suffixes?
Like prefixes, suffixes are also parts of words that are added to the
root word to form a new word but suffixes are added at the end of
the root word. Suffix does change the meaning of the word it is
added to but not make the word opposite or negative like prefix do,
it simply changes the class of the root word like a verb is changed
into an adjective by adding a suffix.
Study the following examples
1 Forget (root word) + Ful (Suffix) = Forgetful (New word)
2 Happy (root word) + Ness (Suffix) = Happiness (New word)

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ʯ Activity 7.23
7
Instructions: Write a new word by adding the correct suffix from
the list below. You can use one suffix more than
once. The first one is done for you.
-ship, -ment, -less, -fully, -er, -tion, -ness

No. Root word New Word

1 joy joyfully
2 tall
3 happy
4 manage
5 kind
6 slow
7 mercy
8 inform
9 leader
10 mad
11 beautiful
12 care

7.4.2 Revision : Using Phrasal Verbs in Communications

Meaning and Use

■ Phrasal verbs are common, especially in spoken English and in
informal writing. They are often used to replace a more formal
verb.
Study the following example:
1 Please complete this form.  Please fill in this form.

In the above example, ‘fill in’ is a phrasal verb which has a similar
meaning to the word ’complete’.

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■ Prepositions (e.g. at, up, in) are added to verbs (e.g. go, get)
to make phrasal verbs (e.g. go up, get at, get in) which have 7
meanings of their own. These meanings are often very different
to the meanings of the original verbs.
■ Phrasal verbs can take the same range of tenses as other verbs.
Look at the following examples:
1 They are putting up the aerial.
2 She’ll put on goggles later.
3 Ali put off the job until later.

• There are three groups of phrasal verbs.

Phrasal verbs Phrasal verbs with Phrasal verbs with
with objects in end- objects in mid or end-
no object position position
They sat down. (on He looked after the She put down the phone.
a chair) video. She put the phone down.
Look out! (There’s She searched for the He tidied up the mess.
a car.) radio. He tidied the mess up.
They dropped in. I looked forward to a
(for a chat) break.
• Pronouns (e.g. it, us, her, them) used as the object of the verb can
only be used in mid-position with phrasal verbs in group 3.
With object With pronoun as object
Markos wrote down the words.  Markos wrote them down. 
Markos wrote the words down.  Markos wrote down them. 

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ʯ Activity 7.24
7
Instructions: Individually, look up the meanings of the phrasal
verbs given below from a dictionary and then fill in
the blank spaces with the correct phrasal verbs.

go on go in go in to go off
go out go over go through go up
go with go for go down
1. The lights in our schools _____ as we were working
in the laboratory.
2. Aster _________ the nursing school after completing
her high school.
3. I can’t believe he _________ the divorce.
4. I want to _________ with this plans with you again.
5. Which of these ties _________ my suit?
6. The football game _________ for another 30 minutes.
7. I think I will _________ black coffee. What do you
like to have?
8. Currently, the price of food _______ at alarming rate.
9. The food smells and it_________ me _________.
10. I want to _________ with my friends for a picnic.
11. It is cold outside. Shall we _________ ?

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7.5 Grammar 7
7.5.1 Conditional Sentences

Conditional sentences are made up of two clauses: if clause and

main (result) clause. Sometimes the word if can be replaced with
the phrases such as: provided that, on condition that, so long as and
the like. They can express probable, improbable and impossible
conditions. Of course, sometimes they can convey truths or facts.
■ General truths -for things that are always true(zero conditional)
Present simple Present simple
Water freezes if you heat it below zero.
You can’t be promoted you don’t score above 50 percent in
your exam.

■ Possible & probable conditions -for things that are very likely to
happen.
Present simple Present simple
We’ll catch the bus if we hurry.
The doctor won’t see you you don’t have an appointment.

■ Possible but improbable conditions -for things which might

happen, but probably won’t.
Would + V1 Past simple
I’d live in my own house I had enough money. (but that’s not
likely to happen)
if
She’d be more relaxed she didn’t work so hard. (but she
always works too hard)
■ Impossible conditions - for situations which are in the past and
therefore no longer possible
Note: The if clause can be in first or second position.

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i Would have + past participle (V3) Past perfect
t
I’d (would) have gone to the if I had heard about it in
7 meeting time. It’s now too late.
You’d have got better marks You had spent more time
revising.

Š Note:
The if clause and the main clause can exchange their
positions without creating any meaning change

For example: If we understand each other, we will reduce our life

challenges.
Or: We will reduce our life challenges if we understand each other.

ʯ Activity 7.25
Instructions: Complete the following sentences using the correct
form of the verb given in parantheses.

1. If I were you, I__________ (find) a new job.

2. I _________ (be) happy if I had visited my
grandmother.
3. If you mix yellow and green, you _______ (get) blue.
4. If he _______ (be) an architect, he would have re-
designed the house.
5. She can come and stay with us if she _______ (want).
6. If you look in the middle of the picture, you
__________ (see).
7. If I ________ (be) in his circumstances, I would do
the same thing.
8. If he hadn’t driven fast, he ________ (bump) against
the electric pole.
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ʯ Activity 7.26 i
t
Instructions: Be in pairs and complete the clauses given below
with the correct conditional clauses. 7

1. If I had gone to Addis Ababa, __________________.

2. If you always revise your daily lessons, _________.
3. Hadgu would have gained lots of money provided that
he _________.
4. If we add water to acid, it______________________
but if we add acid to water, ____________________.
5. Had the employees had the courage to tell him his
weaknesses,__________________
6. If I were _____________________, I would be the
first to join our defense army.
7. We could have a better chance if ________________.
8. If you are a cowardly person, ___________________
.
7.5.2 Reported Speech

ʯ Activity 7.27
Instructions: Be in pairs and discuss the following questions.

1. What is the main difference between direct and

indirect (reported) speech?
2. What are the main changes you make when you
convert direct speech into reported speech?
3. What is the meaning difference between the following
pair of sentences?
A. Our English teacher said, “you will have a test
tomorrow.”
B. Our English teacher said that we would have a test
tomorrow.
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n Grammar
i Study the following sentences:
t
1. I’m tired of waiting. See you all later.(Direct Speech)
7
2. Samuel has gone. He said he was tired of waiting.
(Reported Speech)
3. I can give you a lift at about 7 o’clock. (Direct
Speech)
4. He said he could give us a lift at about seven.
(Reported Speech)

Use
■ You use reported speech to tell other people what someone has
said, to pass on messages, and so on. You often use tell or say to
introduce reported statements.

Form
■ When you use reported speech, you usually change the verbs one
step back into the past and the pronouns are also changed.

Direct speech Reported speech

I’m from Sore Mashido. Thomas said he was from Sore Mashido.
We’re waiting outside. They said they were waiting outside.
I can type that for you. Yohannes told me he could type it.
Amina told me her brother had got a new
My brother’s got a new job. job.
Yared said that he would bring all the
I will bring all the items. items.

I slept all night. He said he had slept all night.

■ You can put the word that in reported statements in written

English, but you usually miss out that in spoken English.

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Reported speech (written) Reported speech (spoken)
They told the police that the driver They told the police the driver 7
was a woman. was a woman.

ʯ Activity 7.28
Instructions: Convert the following sentences into reported
speech.

1. Jemal said, “I enjoy swimming at the Baro River.”

_________________________________________________
2. Senait said, “I am reading the short story written by
the famous Ethiopian writer.”
___________________________________________________
3. “We knew your family,” said the boys.
_____________________________________________________
4. John said, “I am English.”
_____________________________________________________
5. She said, “I have never seen a shark in my life.”
___________________________________________________
6. “I met him two years ago,” the hostess said.
_____________________________________________________
7. She said, “I will be in Jigjgiga tomorrow.”
_____________________________________________________
8. “We visited Aksum obelisks last year,” the tourists
told my brother.
____________________________________________________

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7.6 Writing
7 7.6.1 Argumentative Essay

ʯ Activity 7.29
Instructions: Be in a group of five and discuss the following
questions.

1. What is an argumentative essay?

2. What are the procedures you follow in writing an
argumentative essay?
3. What is a premise?
4. What is arguing for and against a premise?

Š Short Note
■ Before you begin to present an argument in writing,
make sure you are clear about what your argument is
and how you can explain your position.
■ To write an effective argumentative essay, one of
the requirements expected of you is collecting the
necessary data that enable you convince your reader.
■ Don’t assume that everyone else understands your point
of view. Therefore, explain your point of view clearly
and in unemotional language.
■ Don’t show double positions when you argue. Either go
for (pro) the premise or against it
■ Check any fallacy that may destroy the credibility of
your reasoning
■ At the end of your presentation, summarize the main
points of your argument again.
A

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premise is a view or opinion held by arguers but subject to different i
t
arguments. For example, the premise, “child care at home is the
responsibility of female” is an argumentative topic. Some people 7
may say, since females are naturally gifted and responsible to feed
breast milk and other important food to their kids, they are the only
family members to provide full care to the kid. Contrarily, others
say that their male counterparts are also responsible for giving care
to kids at home. Their main point of argument is that though the
mother is naturally responsible for feeding the child with breast
milk, the male also can cook food for her/him, wash her/his bodies
and clothes. Note that when you support any premise, you are
arguing for and when you present your argument by opposing the
premise, you can say that you are going against.

Useful Phrases to explain your opinions in an

argumentative writing
■ To list points: In the first place, first of all, to start with, in the
first place, etc.
■ To add more points: what is more, another major reason, also,
furthermore, moreover, in addition to, besides, apart from this,
not to mention the fact that, etc.
■ To introduce conflicting viewpoints: It is argued that, people
argue that, opponents of this view say, there are people who
oppose, etc.
■ To express opinion: I believe, In my opinion, I think, In my view,
I strongly believe, etc
NB: Make sure that your essay needs to have introduction where you
explain the general background of your point of argument, body,
where you give detailed explanations with supportive evidences and
conclusion where the most essential points are summarized to make
major points of discussions clearer to your reader

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n Writing
i ʯ Activity 7.30
t
Instructions: Read the following brand story on Awramba
7 Community and examine how the writer argued by
supporting the equality of females in sharing a job
in the house hold of that particular community.
One of the argumentative issues in most Ethiopian culture is sharing
house activities equally in the family. We know that most families
in Ethiopia are patriarchal or male-led. There is a widely accepted
traditional social rule that both males and females have their own
job-share at home based on their gender. For example, when your
father and mother come back home from any work place, who is
the one to enter the kitchen and begin cooking food or serving the
cooked food? In many families, including in the educated ones,
females themselves do not allow their husbands to enter the kitchen
and do something by replacing them. Do you agree or disagree
to this social rule? Why? In the essay given below, you find the
Awramba community who is pioneer in changing this long
established trend surprisingly. Read it carefully and explain your
position by agreeing or disagreeing to the premise.
The Awramba community
1. The Awramba community is a self-sufficient one that follows
four principles: respecting equality of women, respecting
children’s rights, caring for the elderly and avoiding bad
deeds. Later, they also added “Accepting all humans as
brothers and sisters” to the list.
2. The community mainly uses weaving as a source of income
and has ordinary members and union members. The union
members work according to their abilities, sharing different
tasks like weaving, farming, attending the elderly, guarding,
etc. The profit they make from sales is equally shared among
the members at the end of the year regardless of gender,

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input or capability. i
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3. Although the community
once used to educate 7
each other on a small
blackboard under the
shade of a tree, now all
children are sent to a
kindergarten built by the
community to memorize
the community’s values
by heart before joining
elementary school.
Elderly people are also
taken care of in a house
built for them.

4. Additionally, women are

considered to be equal
and are not limited to
housework, whereas men
have the responsibility of helping women with housework.
Due to this, the community is a haven especially for divorced
and widowed single parents whom in many other villages
would have had no choice but to get married again or fall
into poverty.

ʯ Activity 7.30
Instructions: Individually, fill in the table given below by putting
’X’ based on the real experiences in the community
where you are living. Having done this, form a group
of five, discuss the perception of the community on
gender equality and write an essay of four to five
paragraph.
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i
t No. Descriptions Female Male
7 1 buying groceries
2 cleaning home
3 domestic repairing
4 family managing
5 take children from home to school
6 children care giving
7 helping children with homework
8 playing with children

ʯ Activity 7.31
Instructions: Study the data in the table given below, discuss
them inpairs. And then, write an argumentative
essay of three paragraphs on the title “Women have
more house-hold responsibilities than Males” .

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8. The Healing Power of

Unit 87

Plants
:
At the end of this unit, you will able to:
ͬ listen to an expository passage and extract specific
information
ͬ work out the contextual meanings of the words that they
learn from the passage and use them in their communication
when/where necessary

ͬ use quantifiers in different sentences correctly in different

communication settings

ͬ read the passage and explain the benefits of different

plants in healing different diseases

ͬ Work out the contextual meanings of words from the

passage and use them in their communication where/when
necessary

ͬ Examine data from a graph and explain them into their

essays

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87
8.1 Listening
Preventing Communicable Diseases
Using Traditional Medicine
ʯ Activity 8.1
1. Do you know the names of the plants and spices in
the pictures?
2. Do you imagine that in your family and community
people use them for medical purposes?
3. Can you mention some of their medicinal values?
4. Apart from curing illnesses, what other values do
herbs have?

Fig. 28:

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ʯ Activity 8.2
8
Instructions: Now, your teacher is going to read the listening text
entitled “Traditional Medicine” two times. When
he/she reads the passage, listen to each paragraph
very carefully and write the main idea of each
paragraph in your own words.

ʯ Activity 8.3
Instruction: Listen to the passage that your teacher will read to
you entitled “Traditional Medicine”, then answer
the following questions saying True or False.

1. Traditional medicine in developing countries is being

used by 80% of the population especially in Africa.
2. Many factors contribute to the widespread use
of traditional medicine and some of which are
accessibility, affordability, faith in the system and
desire to have alternative system.
3. Though all plants have their own medical
contributions, some plants have better medial values
than others. For example "Nech Shinkurt", "erid",
"fetto", Kosso, "enkoko", "tana adam", "ades" and
others.Those of you whose mother-tounge is not
Amharic, write the names of the above medical plants
in your own native language then all of you collect
information about their medical values from the
people you think around you and report to your class.

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 SPEAKING

ʯ Activity 8.4
Instructions: Be in groups of four and discuss the following
questions.

1. Have you ever taken any sort of traditional medicine

for any disease you have caught? Did you face any
problem?
2. There is a view that traditional medicines in Ethiopia
have not yet got the recognition that they deserve
by modern health professionals. Do you agree or
disagree?If you agree to the preceding view, what
should be done to change this scenario?

8.2 SPEAKING
ʯ Activity 8.5
Instructions:Read the dialogue between Gildi and Saron presented
below and express your view by supporting one of
them with convincing reason. Do the following
discussion with your partner on disease prevention.
Please, justify your reasons.
Cures
Geldi: I strongly believe that there will be cures for all diseases in the
future if the medical values of most plants is well studied.
Saron: As far as I am concerned, I strongly disagree becuase the
nature of diseases changes from time to time and new disease
may also emerge.

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Traditional Medicines and their characteristics i
t
Names in Parts
Habitat Uses
Amharic used 8
treats goiter, diarrhea,
diabetes, sore gum,
Deciduous bush
‘Qontir’ Leaves hemorrhage, and loose
land
teeth. For curing sickness of
stomach
Dry bush land Fruits treats diarrhea, diabetes, sore
Leaflets gum, hemorrhage, and loose
‘Girar’
teeth. For curing sickness of
stomach
‘Girar’ Dry bush land Latex from the pounded stem
Latex is taken with honey to cure
amebiasis and fire wound.
‘Yemider Wetlands, forest Leaves cures tonsillitis via chewing
berbere’ floors, stream & the flowers and spitted on
banks Flowers tonsillitis
‘Nech Dry sandy plains, Root treats cancer
shinkur’ dried river course
Papaya Irrigable Seed prevents and treats malaria,
cultivated land, diarrhea and ascariasis when
home garden the grounded roots and boiled
seeds are drunk with honey
Eret Steep bare Root cures anthrax when the root is
mountain slopes pounded and mixed with cold
water and local alcohol.
Agam Open Acacia bush Root shortens the labor period just
land before delivery

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 SPEAKING

ʯ Activity 8.6
Instructions: Look at the pie-chart given below , interpret the
information and deliver a short speech to the class.

The first one is given as an example for you.

Fig. 29:
Source: Proceedings of a national workshop held in Addis Ababa
Ethiopia, 30 June-2 July 2003.
Example:
1. Twenty-one percent of Ethiopian people use
Traditional medicine when they feel sick.
2. ____________________________________________
3. ____________________________________________
4. ____________________________________________
5. ____________________________________________
6. ____________________________________________

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How to Apologize to someone i
t
Apologizing to another person is often difficult because it requires
8
humbling ourselves and admitting that we did something wrong.
When you realize that you have damaged a relationship and need
to apologize to your friend, you should:
Recognize that what you did was wrong, and take full responsibility.
Examples:
1 I must apologize to Mathewos for my late arrival.
2 I’d like to apologize for my trouble making.

Somano: I’m afraid, I’ve spilt ink all over the tablecloth.
Goytom: Oh, never mind about that.
Somano I’m terribly sorry. Won’t you let me pay for it?
Goytom: No, I won’t hear of it.
Somano: I’m awfully sorry, but I seem to have mislaid your scarf.
Goytom: Oh, don’t worry about that.

Here are some expressions that you can use to make and respond
to apologies.
A B
Making apologies: Accepting apologies:
■ I do apologize for... ■ That’s all right.
■ I must apologize for... ■ Never mind.
■ I apologize for... ■ Don’t apologize
■ I’d like to apologize for... ■ It doesn’t matter.
■ I am so sorry for... ■ Don’t worry about it.
■ I shouldn’t have... ■ Don’t mention it.
■ It’s all my fault. ■ That’s OK.
■ I’m ashamed of... ■ I quite understand.
■ Please, forgive me for... ■ You couldn’t help it.
■ Excuse me for ... ■ Forget about it.
■ I’m terribly sorry for... ■ Don’t worry about it.

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ʯ Activity 8.7
You accidentally stepped on your colleague’s mobile phone and
damaged it. Apologize, explaining why it happened, and promise
that you will be more careful in the future.
A: _____________________________________________
B: _____________________________________________
A:____________________________________________

B: ______________________________________________
A. Do you find apologies difficult? Why? Why not?
B. Would you get upset if somebody didn’t apologize to you if they
had been rude? Why? Why not?
C. Why do you think apologizing is important in maintaining good
rapport?
D. Have you ever felt the need to apologize to a colleague or classmate?
What happened?
E. Have you ever apologized to somebody even though you didn’t do
anything wrong? What happened?

ʯ Activity 8.8
Instruction:Choose one correct answer from the following
alternatives and your teacher can provide you the
correct answer.

1. Kayamo: I’m so ______ I’m late. There was so much

traffic!
Mekeno: That’s all right.

A. apologize B. Sorry C. excuse D. forgive

2. Ucho: Please ______ me for interrupting you. I didn’t
realise you were on the phone.
Emma: No harm done.
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A. forgive B. apologize C. sorry D. accept i
t
3. Zassa: I would like to ____________ for my fault. I
shouldn’t have done that.
8
Betty: Forget about it.
A. excuse B. forgive C. sorry D. apologize
4. Fetira: I’m __________ but you are sitting in my seat.
Adam: Oh, pardon me.
A. excuse B. apologize C. sorry D. pardon
5. Please ___________ my sincere apologies for the
mistake. It won’t happen again.
A. accept B. excuse C. pardon D. have
6. Which one of the following is apologizing and
making a promise?
A. Please forgive me. It is all my fault.
B. I am terribly sorry. I shouldn’t have done that.
C. I am ashamed of being late. It won’t happen again.
D. Please forgive me to forget your birthday
7. Which one of given is not an appropriate response?
Tom: It’s all my fault; we missed the train. I should
have woken up earlier.
Adam: _________________________.
A. Don’t worry about it C. Forget about it
B. Don’t mention it D. I am ashamed of it
8. She is always late, but she never _________ to her
friends for being late.
A. excuses B. apologizes C. forgives D. feel sorry
9. I had a terrible headache last night and I couldn’t
come to your birthday party. I hope you can
__________ me.
A. forgive B. pardon C. excuse D. apologize
10. . ___________ we lost the keys. I should have been
more careful.

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 SPEAKING
A. It doesn’t matter C. No harm done
B. You couldn’t help it D. It is all my fault

ʯ Activity 8.9
Instructions: Read the dialogue and participate with your partner
Activity ‘A’
Zeray: I can’t get onto your Wi-Fi.
What do I need to do?
Fekede: The first thing you need to do is going to the Network Settings.
Zeray: Okay. Then, what?
Fekede: Then, add the password.
It’s February without the first “r”
Zeray: Got it! Thanks.

Activity ‘B’
Tringo: I preheated the oven.
What’s next?
Balome: Next, mix all of the ingredients in a bowl
Tringo: I completed the first step.
Now what?
Balome: Now draw a straight line in the middle of your page.
Tringo: what do I do when the kids have finished the worksheets?
Balome: After that, take them outside for some fresh air.

ʯ Activity 8.10
Instructions: Punctuate the following two short paragraphs by
adding capital letters, commas and full stops.

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Reading: A Traditional Medicine, Moringa Olifera n
i
Text I t
people travel more today than at any time in history more and more 8
people are traveling by air space planes are being developed which
will be able to travel at five times the speed of the sound however
planes like this will use huge amounts of fuel and may damage the
atmosphere.

Text II
many governments are worried about the pollution which is caused
by petrol driven cars and lorries traffic fumes are often a serious
problem in big cities these fumes can damage people’s health as the
result the petrol companies have developed a clear type of petrol
which does not lead electronic cars are also being built these do not
produce any exhaust fumes in the future most forms of land sea and
air transport will use less fuel
[

8.3 Reading: A Traditional Medicine,

Moringa Olifera
Moringa Olifera

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 Reading: ATraditional Medicine, Moringa Olifera

ʯ Activity 8.11
Instructions: Discuss the following questions in groups, and
report to the class through your representative.

1. What is in the picture about?

2. Of what importance are plants to us?
3. Name some herbals which can be used for both food
and medicine..
4. Which medicine do you prefer? The modern or
traditional? Why?

ʯ Activity 8.12
Instructions: Now, read the passage given below individually
and silently and answer the questions that follow it
according to the information therein

Moringa Oleifera

1. Moringa Oleifera, what Ethiopians call ‘Shiferaw’, has

several health benefits that are one of the reasons why it is
named the “Miracle Tree” and the “Tree of Life” in many
cultures. People benefit from Moringa Oleifera both in terms
of prevention and healing. Moringa Olifera is nutritious,
natural and energizing. The immature pods are the most
valued and widely used of all the tree parts. The pods are
tremendously nutritious, containing all the essential amino
acids along with many vitamins and other nutrients. The
immature pod can be eaten raw or prepared like green peas
or green beans, while the mature pods are usually fried
and possess a peanut-like flavor. The pods also yield 38 –
40% of non-drying, edible oil known as Ben Oil. This oil
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is clear, sweet and unscented, and never becomes rancid. i
t
Overall, Moringa’s nutritional value most closely resembles
olive oil. The root is used as pickle. The leaves are eaten 8
as greens, in salads, in vegetable curries, as pickles and for
seasoning. The Bark can be used for tanning and also yields
a coarse fiber. The flowers, which must be cooked, are eaten
either mixed with other foods or fried in batter and have
been shown to be rich in potassium and calcium.

2. Moringa is considered a complete food as it contains all of

the essential Amino Acids required for a healthy body. The
dried leaf is a nutritional powerhouse and contains all of
the following Amino Acids. A California researcher, Ann
Hirsch, PhD said that “One of the things that astonish me
most about Moringa is the fact that it has the full complement
of the essential amino acids those humans beings need-there
are nine of them that we cannot synthesize, so we have to
get them from our food.”

3. In developing tropical countries, Moringa trees have been

used to combat malnutrition, especially among infants and
nursing mothers. Three non-governmental organizations
in particular – Trees for Life, Church World Service and
Educational Concerns for Hunger Organization – advocate
Moringa as “natural nutrition for the tropics.” Leaves can
be eaten fresh, cooked, or stored as dried powder for many
months without refrigeration, and without loss of nutritional
value.
4. According to Optima of Africa, Ltd., a group that has
been working with the tree in Tanzania, “25 grams daily
of Moringa Leaf Powder will give a child” the following
recommended daily allowances: Protein 42%, Calcium

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125%, Magnesium 61%, Potassium 41%, Iron 71%, Vitamin
A 272%, and Vitamin C 22%. These numbers are particularly
astounding; considering this nutrition is available when other
food sources may be scarce. Scientific research confirms
that these humble leaves are a powerhouse of nutritional
value. The Moringa tree has great use medicinally both
as preventative and treatment. Much of the evidence is
anecdotal as there has been little actual scientific research
done to support these claims.

5. Findings of studies made in India, South Africa and other

Asian countries which were used as the basis of many news
reports on Moringa Olivera as a wonder plant, states that
Moringa contains the acute cancer remedy, anti-cancer
compounds (phytochemicals) that help stop the growth of
cancer cells. Moringa is said to be effective in persistently
treating ovarian cancer, among a host of other diseases like
arthritis, anemia, heart complications, kidney problems,
scurvy, asthma, and digestive disorders (ulcer, gastritis,
diarrhea, dysentery). Other areas of folklore which research
supports are in cancer treatment/healing, for diabetes relief,
healthy skin, nutrition, sleep better, decreased depression
and anxiety. Moringa species have long been recognized by
folk medicine practitioners/healers as having value in the
treatment of tumors. Studies examined certain compounds
for their cancer preventive potential.

1. How people benefit from Moringa Oleifera both in

terms of prevention and healing from diseases?
2. What are some Ethiopian traditional medicinal plants
that serve as nutrients and medicines?
3. How Moringa Olifera is considered a complete food ?

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4. List the different parts of Moringa Olifera plants that i
t
can be used as nutrition and medicine?
5. What are the three non-governmental organizations 8
advocate Moringa as natural nutrition for the tropics?
ʯ Activity 8.13
Instructions: Re-read the above passage once again very carefully
and write the main idea in each paragraph, 1-5, in a
complete sentence

1. ____________________________________________
2. ___________________________________________
3. ____________________________________________
4. ____________________________________________
5. ____________________________________________

8.4 Vocabulary
ʯ Activity 8.14
Instructions: Look at each of the words given below in column
“A” mentioned in paragraph 1,2, 3, 4, 5 and then,
match their contextual meaning with column “B”
as they are used in the passage.
A B
1 tremendously (para 1) A pocket money
2 unscented (para 1) B continue with the same course of
action
3 synthesize (para 2) C great in amount, size or degree
4 astonish (para 2) D feeling of sadness/unhappiness
5 combat (para 3) E that gives health again
6 allowances (para 4) F sharp;very great
7 acute (para 5) G having no fragrance

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i
t 8 persistently (para 5) H to makeup;produce
9 depression ( para 5) I great surprize
8 10 healers (para 5) J fight

8.4.1 Types of Word Formation Processes

Words can be formed in two ways, compounding and backformation.

I. Compounding

In science of language, Linguistics, compounds can be either native

or borrowed.
Example: mailman (composed of mail and man); fireplace, fire and
place; email, e-mail and so on.
II. Backformation.

Backformation always involves reduction (changing the form of

the word).
Examples:
editor = edit, television = televise, babysitter = babysit, mathematics=
maths, diplomatic = diplomat

ʯ Activity 8.15
Instructions: Divide the following words into small units
(morphemes ) as example given below

I. Compound words:
1 replaces = re|place|s, befriended= psychology=
be|friend|ed psych|ology
2 retroactive= televise = tele|vise endearment=
re|tro|act|ive, en|dear|ment
3 changeable = unreconstructed = mistreatment =
4 previewer = misleads = holiday =

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ʯ Activity 8.16
8
Instructions: Fill the missing words of backformation in the
blank spaces.

No. Noun verb

1 administration
2 recognition
3 registration
4 remedy
5 abduction
6 absorption
7 advisor
8 orientation

8.4.2 Phrasal Verbs

Š Short Note:
Phrasal verbs are expressions made up of verbs and
prepositions. They are important in both spoken and
written English since they give strength to the message.
Notice that most phrasal verbs have different shades
of meaning. Though studying and understanding each
meaning is difficult, you need to study the most frequently
used and use them in your verbal communications
wherever or whenever the situations require them

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i ʯ Activity 8.17
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8 Instructions: Using the examples on Phrasal Verbs ( 1-5), make
your own sentences in the following table.

Phrasal
No. Verb Meaning Example
1 come about happen/occur Can you tell me how the
accident come about?
The magazine is aimed at
2 aim at to target.
teenagers.
3 big up exaggerate the He bigs himself up all the time.
importance.
4 care for like. I don’t care for alcoholic
drinks; I prefer water.
5 carry on continue. Carry on quietly with your
work until the expected results
come.
retreat or go
6 back away
backwards.
to make a
7 add up
mathematical total.
come
8 change one’s mid
around
become separated
9 come away
from
10 come along accompany
11 come back return

ʯ Activity 8.18
Instructions: Read each of the sentences given below and write
the phrasal verb that substitutes the underlined part
by choosing from the lists given in the box.
work out get up turn off put on go out take off wake up
1. I stopped sleeping early this morning.

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2. My son has stopped sleeping and gets up from his i
t
bed at 7 A.M.
3. Gifty removes her jacket as she arrivesat home. 8
4. Sitina donned her coat and left the house quickly.
5. The woman left the house for a social activity with
her neighbour.
6. She does physical exercise every day in the morning.
7. Is the computer turned on? Will you please stop it
working by pressing the button?

8.5 Grammar
8.5.1 Quantifiers
Quantifiers are adjectives and adjectival phrases that give
approximate or specific answers to the questions “How much?” and
“How many?”

ʯ Activity 8.19
Instruction: Choose much, many, little, few, some, any to complete
each sentence.
1.
We haven’t got _____ petrol. We need to stop and get
some.
a. much b. many c. little d. more
2. We had ________ rain last autumn.
a. a lot of b. less c. many d. great
3. There was ________ food in the fridge. It was nearly
empty.
a. little b. a little c. few d. greater
4.
You travel a lot. Have you been to _____ countries?
a. much b. many c. few d. more
5. It costs _____ money to give your children a good
education.
a. much
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b. many c. less d. most
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t 8.5.2 Clauses of reason
8 When you want to explain why something happens, you can use a
clause of reason introduced by a conjunction (because, as, for ,due
to, owning to, on account off, and since) or a phrase introduced by
because of.
Example:
1. Daniel joined the English Drama Club because / as/ since he
wanted to improve his intonation.
2. As / Since/ Because Daniel wanted to improve his intonation,
he joined the English Drama club.

ʯ Activity 8.20
Instructions; A- Complete the blank space in each sentence with
the correct connecting word given in the box. Make
sure that you can use more than one connector
where you think is necessary
Because of because since as
1. ___________it was dark and rainy, I couldn’t see the
road signs well.
2. ____________the kitchen was flooded, we had to go
to a restaurant to eat our lunch.
3. I can not lend you any money _________ I am broke.
4. The flight was delayed_______ the severe weather
5. ______________ they do not have schedule to study
their lessons today, let the children go to a picnic.
B- Rewrite the sentences using the connector given in brackets.

1. Paul was an hour late. He missed the train.

(because)____________

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2. I borrowed your lawn mower. You weren’t using it. i
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(as) _________
3. We had no electricity during the storm. We had to use 8
candles. (so) ___________
4. He needed a good mark. He studied hard for the test.
(Since)_______
5. It’s raining. We have decided to stay at home. (As)
_______________

8.5.3 Revision: Clauses of manner

Adverb clauses of manner show us how something has been done

or happened. These clause are often introduced with the phrases
such as: as , as if, as though etc
Example:
1. The woman acts as a chairperson.
2. That bury student behaves as if he were a teacher.
3. The old man acts as if he were a Ugandan
Practicing Different Clauses

ʯ Activity 8.21
Instruction: The following exercises will help you gain greater
understanding about how adverb clauses work.
Choose the best answer to complete each sentence.

1. The women took notes _____ so that she can improve

her skills on modern cooking.
A. fastly C. noisily
B. hardly D. for their children
2. We will go to the new park __________________.
A. friday D. if it would rain
B. even if it rains
C. so that it rains
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t
A. outside C. wherever you like
8 B. inside D. all are answers
4. ___________________, you will not be punished.
A. Since you have apologized C. He told me
B. We decided D. Even if you are lucky
5. She was so tired _____________________.
A. she left C. today
B. she cried D. that she could not stand

8.5.4 Tense

The present perfect tense

The present perfect tense is formed with: Subject + has(have) +

past participle( verb-3)
Example:
1. We have just explained our concern about the liquor sellers around
the school to the director.
2. I have already received his call but I have not yet responded to his
question.
3. Danawit has written a good letter to her friend and now she is
looking forward receiving his response.
Example:
1. We have learned English for twelve years. (Affirmative)
2. We have not learned English for twelve years. (Negative)
3. Have we learned English for twelve years? (Interrogative)

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ʯ Activity 8.22
8
Instructions: The text given below talks about my visit to Lake
Hawassa. Examine how the writer has used the
present perfect tense and explained his purpose .
Finally, Write the same text that narrates your own
experience during your visit to any place.

I have visited both Abbo Wonsho indigeneous forest and Lake

Hawassa recently. I have walked around the beach of the lake and
enjoyed the different animals swimming on it and the vergreen trees
that have clustered it . Though I always hear that Ethiopia has lots
of lakes, I have never seen such beautiful and tourist frequented
lake which is economically of great resource to several dwellers of
the city. As I think, it is because of its popularity, the shore of the
lake has been busy since I arrived there. Based on the information I
have received from one busy young boy, any person who has ever
come to Hawassa City, never goes back to her/his home without
visiting this lake. During my visit, however, I have been a bit
worried over one thing. Though the lake is one of the wonderful
tourist attraction sites, it has not yet been given due attention with
regard to its sustainability and neatness. I have observed several
people eating different fruits and throwing the unwanted part to the
lake. I have enjoyed the beauty and the spectacular scenery of the
lake for about two hours . taken photographs, written a diary and
left the place with an inerasable memory.

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8
Š short note
Present perfect tense is used when we have to talk
about:
1. actions indicating activities completed in the immediate or
recent past.
Example. I have already written my homework;now I
want to sit on the sofa and watch television.
2. past actions whose time is not given and hence is
indefinite.
Example: someone has stolen my laptop computer.
3. actions describing/focusing on the present effect, rather
than the action (which has happened in the past) itself.
Example: Nahom was a diligent and far-sighted person,
currently, however he has ignored his work
and frequently played games on his cellphone
4. actions beginning at sometime in the past and continuing
until the present time.
Example: we Ethiopians have never given our hands to
our enemies since the dawn of history.
5. an action that has taken place once or many times before
Example: I have never seen an Elephant physically
6. experiences or changes taken place over a period of time.
Example: Our university has brought about a significant
change in managing the financial office over
the last ten years
Refer the following Figure, 30 & 31

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Fig. 30 Fig 31

8.6 Writing
8.6.1 Revision: Interpreting Graphs

ʯ Activity 8.23
Instructions: Pair/group discussions on the following words of
how people use traditional Medicines at different
rates

1. Interpreting Graphs: useful graph vocabulary –

increase, rise, grow, climb; decrease, drop, fall,
decline; fluctuate, stable; gently, gradually, slightly,
steadily; suddenly, sharply, dramatically
2. Study the following bar- graph in pair and report
to the group which medicine was used at most and
which one was used at least amount.

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i Graph analysis and evaluation- useful graph language-
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8

Fig 32

ʯ Activity 8.24 Completing a paragraph

Instruction: Complete the following paragraph, written on the ten
most consumed medicinal plants by the population
of Autonomous Community of Madrid in Spain ,
mentioned above. You can use some slightly different
words or word forms from those on the vocabularies
in pre-writing section, and mentioned below.
Medicinal plants Consumptions
The bar graph compares the 10 most consumed medicinal plants by
the population of Autonomous Community of Madrid in Spain by
both male and female consumers. The most popular medicinal herb
used was Matricuriarecutita. This utility was also done by male
consumers. The bar graph shows that the Matricuriarecutita used
by male increased and lowered down by female.
_____________________________________________________
_____________________________________________________

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Unit
9. Multilingualism
9

Learning Outcomes:

Upon completion of the unit, the you will be able to:

ͬ listen to an expository and descriptive texts, analyze and

synthesize meanings

ͬ pronounce English vowel and consonant sounds intelligibly

ͬ describe orally the values of herbal plants

ͬ read an expository and a descriptive text (factual articles/

academic text) on polyglotism and explain how language
is important for social interactions and co-existence

ͬ work out the meaning of different words from the passage

and use them in their communication

ͬ express their wishes using appropriate form of the

language

ͬ identify different word formation processes and use the

correct form in different sentences

ͬ summarize different texts

ͬ write different letters for different purposes

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9.1 Listening: Multilingualism

Unit
9
A Young Polyglot

Fig 33. Polyglot

ʯ Activity 9.1
Instructions: Before you listen to the text on a young polyglot, be
in pairs and answer the following questions relying
on your prior knowledge.
1. Can you guess the meaning of the word ‘polyglot’
depending on the pre-fix ‘poly-‘?
2. What kind of people are said to be polyglots?
3. How do polyglots differ from monolinguals and
multilinguals?
4. Have you ever met people who are polyglot? How do
you relate polyglot people and multicultural country
like Ethiopia? What are the advantages?
5. How do you see yourself? Are you monolingual,

240 bilingual or polyglot?

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A. Listening and saying true or false i
t
ʯ Activity 9.2
9
Instructions: You are going to listen a text entitled ‘A Young
Polyglot’. First, copy down all the statements
into your exercise books. Then, write ‘true‘ if the
statement is correct and ‘false’ if it is incorrect after
listening to the text.

1. Timothy Doner is a teenage monolingual.

2. He first learned Arabic language.
3. It took him four days to learn the Arabic alphabet, and
a week to read it fluidly after completing grade eight.
4. Timothy learned about twenty languages including his
native language, Hebrew.
5. He made a video of himself speaking in English and
uploaded it onto YouTube, with subtitles in French in
which he got 10, 000 viewers in a week.
6. People started to speak in different languages after
learning them through the internet.
B. Listening and Reordering
ʯ Activity 9.3
Instructions: The list of languages that Timothy learned are not
in their corret order starting from the first..

1. French, Latin and Mandarin

2. Modern Hebrew
3. Russian, Italian, Persian, Swahili, Indonesian, Hindi,
etc.
4. Arabic

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i C. Listening and completing a profile
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ʯ Activity 9.4
9
Instructions: Here is an overview of Timothy’s linguistic profile.
However, it is incomplete. First, complete the
profile depending on the information you have just
gathered from the listening text. Then, construct
a similar profile of your own and present it to the
class.

Timothy is an Israeli teenager. He is _______ years of age. _______ is

his native language. Apart from his native language, he speaks about
twenty languages. Thus, he is not monolingual, but __________. He
learned all these languages using flashcards and his mobile phone.
With the primary aim of sharing his language talent, he uploaded all
his videos on the _____________. Fortunately, he earned about 10,
000 viewers within the first upload. Soon afterwards, many more
people started to speak the languages and became ____________
which substantially discloses his adventure.

9.2 Speaking
Language Survey

Interviewing

ʯ Activity 9.5
Instructions: Individually, identify those students who are
bilinguals, multilinguals and polyglots, interview
them how they could learn each language and report
your finds to the class. To interview the students,
you can use the sample dialogue given below as an

242 example

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Minota: Hello dear, my name is Minota. What’s your name, please? i
t
Guyo : Hello Minota, my name is Guyo.
Minota: What is your mother tongue/ native language? 9
Guyo: My native language is Affan Oromo. What about yours?
Minota: My native language is Guragigna, but I speak other four
languages: Amharic, Sidamu Affoo, Kambatisa and English.
What about you, Guyo?
Guyo: I also speak four languages: Affan Oromo, Wolaitatua, Amharic,
and English.
Minota: Wow, you are a multilingual person, you speak more than two
languages.
Guyo: Yes, indeed. You are also multilingual person. What about your
parents?
Minota: My father is bilingual. He speaks two languages, Guragigna
and Amharic, but my mother is monolingual; she speaks only
Amharic language. What about your parents?
Guyo: My parents are bilinguals; they speak both Affan Oromo and
Amharic languages.
Minota: Thank you for your information, Good bye.
Guyo: Good bye dear.
Make similar interview to your friends and report to your
entire class members.

9.3 Reading : Cognitive Benefits of being

Multilingual
ʯ Activity 9.6
Instructions: Before you read the text in detail, try to answer the
following preliminary questions in pair relying on
your prior knowledge about multilingualism.

1. How do you define the term ‘multilingualism’

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i depending on the prefix ‘multi-‘? What kind of
t
people are said to be multilingual?
9 2. Are you monolingual, bilingual or multilingual?
Do you remember the previlages that you have got
becuase of speaking more than one languages or the
situations in which you have been disadvantaged?
3. In your classroom, what type of language speakers,
that is, monolinguals, bilinguals or polyglots account
the largest number?
4. Do you think that being multilingual advantageous
or disadvantageous for multicultural countries
like Ethiopia? Mention as many advantages and
disadvantages as you can (if any). Exchange answers
with your partner.
Cognitive Benefits of being Multilingual

Fig.34

Many languages from one source (Representation of Multilingualism)

Multilingualism has widely recognized social and career benefits.

But did you know you can also reap the huge cognitive benefits of
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being multilingual? It’s difficult to know exactly how many people i
t
are multilingual, but recent studies estimate that over half the
world’s population is multilingual to some extent. When a person 9
is multilingual, they reap the social benefits of communicating with
a whole new set of people, as well a numerous career benefits of
being bilingual.

But there are other significant benefits to speaking more than one
language: The cognitive benefits of being multilingual reach further
than most people realize. Your memory and learning abilities
change over time. Your brain itself even becomes more efficient
and actually physically restructures itself.

Read on to discover some of the many cognitive benefits of being

multilingual!
1. A better innate understanding of how language
works

Because learning a second (or third, or fourth) language brings your

attention to the mechanics of the two languages, (including how they
differ), multilingual people tend to understand things like grammar,
conjugations, and sentence structure better than monolinguals.
These people can more quickly pick up on the structure of any
language and clearly understand how it can be used.

Multilingual people tend to be more effective communicators,

more exact editors, and more compelling writers, because they
better understand how languages function, including in their native
language.

2. Less mental decline in old age

Many studies have demonstrated that the more cognitive energy

that elderly people expend every day, the less cognitive decline
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i they experience overall. It turns out that this is especially true when
t
they expend that energy using multiple languages.
9
In fact, several studies have demonstrated that bilingualism can
delay the onset of dementia and Alzheimer’s disease by an average
of five years! Even better, bilingual patients who do develop
Alzheimer’s tend to display less decay in cognitive abilities than
monolingual patients with even less brain degeneration.

3. A more efficient and better developed executive

control system in the brain
When you are multilingual, you constantly switch between languages
without thinking about it. Perhaps this is why multilingual people
have more efficient and better developed executive control systems.
This is the part of the brain that controls your ability to switch your
attention and exercise working memory.

A more developed executive control system allows multilingual

people to better perform on tasks that require high-level thought,
multitasking, and sustained attention. Perhaps this is why
multilingual people are often seen as more intelligent than peers
with similar innate intelligence, education, and background.

4. Greater cognitive flexibility and problem-solving

skills
Because learning a new language requires the brain to learn that the
same exact thought can be expressed in multiple ways, multilingual
people demonstrate more cognitive flexibility. This makes them
more creative when solving problems, as they can more easily
perceive situations in different ways and maintain or manipulate
these perceptions to suit the task at hand. These people tend to solve
complex problems in more creative ways than their monolingual

246 peers, no matter what kind of problem is being solved.

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5. Improvements in learning abilities i
t
As mentioned earlier, multilingual people have more developed
9
executive functions. One important executive function is inhibition,
the ability to discard irrelevant or unimportant stimuli and focus on
the key stimuli. Inhibition is key to learning new information and
skills, as it allows you to focus on new information while reducing
interference from the information that you already know, as well as
similar concepts. Since multilingual people have better-developed
inhibition, studies demonstrate that they not only learn a third or
fourth language more quickly, but also even develop any learned
skill faster.

To sum up, the cognitive benefits of multilingualism can potentially

outweigh the massive effort of learning a new language. This is
especially true when you find an effective and simple way to
develop your linguistic skills.
(Source: https://onlinelibrary.wiley.com › doi › pdf › flan)

9.3.1 Comprehension Questions

ʯ Activity 9.7
Instructions: Answer the following questions individually relying
on the information contained in the passage.

1. A person who can speak more than one language is

_____________.
A. monolingual B. bilingual C. multilingual D. B and C
2. Which kinds of benefits can be obtained by being
multilingual?
A. social benefits B. career benefits C. cognitive benefits D. all

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i 3. Language points such as grammar, conjugations, and
t
sentence structure can better be understood by -------.
9 A. monolinguals B. native speakers C. multi-linguals D. none
4. Which of the following statement is true?
A. The cognitive benefits of being multilingual are better
recognized by people than the social benefits.
B. The social benefits of being multilingual are better
recognized by people than the cognitive benefits.
C. Both social and cognitive benefits of being multilingual
are equally recognized by people.
D. None of the benefits are recognized by people.
5. Which of the following statement is not true?
A. Bilingual and multilingual people have equal cognitive
and social performances.
B. Multilingual people have better cognitive and social
performances than bilingual people.
C. Multilingual people have less cognitive and social
performances than bilingual people.
D. A and C
6. The minimum number of languages spoken by
multilingual people is half the world’s population
___________________.
7. What does ‘your’ (paragraph 3, line 4) refer to?
Ability
8. What does ‘These people’ (paragraph 4, line 6) refer
to?
9. As stated in the passage, multilingual people are more
competent in different situations than monolingual
ones. Explain why using practical examples from the
text.
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ʯ Activity 9.8
9
Instructions: Find words/phrases that are synonymous with each
of the words/ phrases given below.

1. mother-tongue (sub-topic 1) ____________________

2. many languages (sub-topic 2)___________________
3. change (sub-topic 3) ___________________
4. people speaking only one language (sub-topic 4)____
5. permits (sub-topic 5) _____________________

ʯ Activity 9.9
Instructions: Answer the following questions in groups of four
and report your answer to the whole class.

1. As you may know Ethiopia is a multicultural country.

How do you see the economic, social and political
advantages of being multilingual?
2. Interview some people in your community and
check whether they have willingness and readiness
to learn different local languages to become either
multilinguals or polyglots. Explain the reasons.

9.4 Writing: Letters Writing

Writing a Formal Letter
A formal or business letter is a formal way of communicating
between two or more parties. This kind of letter can be informational,
persuasive, motivational or promotional.

There are three major elements of writing a formal letter. The most
important element of writing a good letter is your ability to identify
and write to your audience. This means that you need to avoid using
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i technical words that your audience is unlikely to understand. The
t
next element is that you make sure you present your objective in a
9 clear and concise manner. Do not be vague about your objective;
most people will not have the patience to sit there and guess at the
meaning of your letter, or the time to read a long-winded letter.
Thus, just get to the point without going into unnecessary details.
The last important element to remember is to remain professional.
Even if you are writing a complaint letter, remain polite and well-
mannered, simply state the problem(s) along with any other relevant
information and be sure to avoid threats and slander.
Elements of a formal letter
A formal letter has six elements as listed below:
1. Heading: It carries the writer’s name, address and date.
2. Salutation: Salutation is a greeting you present to your readers. It
often starts out with the word ‘Dear’ followed by colon. Titles of
people are often used.
3. Inside address: It carries the receiver’s name, address and date.
4. Body: The phrasing should be simple, direct and supported by relevant
details taking into account the three elements presented above.
5. Closing: A way of signaling the end of the letter. It usually ends
with expressions such as ‘Sincerely’, ‘Sincerely yours’ followed by
a comma.
6. Signature: The last element which is signed in hand using a pen.

Formats of a formal letter

There are two major kinds of letter writing formats. They are presented as
follows:
1. Full block format: All the elements of the letter are placed against
the left hand margin.
2. Modified block format: The same as full block format with two
exceptions: the date line, closing and signature are placed on the

250 right hand margin.

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ʯ Activity 9.10 i
t
Intructions: Using the above information on formats of formal
9
letters, write the following two activities. Then, peer
editing strategy before submitting to your English
langue teacher.

Note: Do not forget to put all the elements in their correct places
accordingly with the format that you have just chosen.

1. Write an application letter to the Director of an

agricultural company for the post of an agricultural
supervisor.
2. Write a letter to the Police Commissioner
complaining about the noise at night in a hotel in your
neighborhood.

9.5 Grammar
9.5.1 Revision: Conditional Sentences

ʯ Activity 9.11
Instructions: Study the following conditional sentences and work
out their meaning being in pairs.

1. If she replies to my first letter, I will write to her

again.
2. If she replied to my first letter, I would write to her.
3. If she had replied to my first letter, I would have
written to her again.
4. If I were a bird, I would fly in the sky.
5. If I have had time, I will enjoy with you.
6. Were Radia intelligent enough to handle the problem,
she would not hurt herself this much.
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i 7. If the woman had had a good awareness about
t
modern education, she would not have made such a
9 great mistake.
8. If he told me earlier, I did not take this medicine.
9. If I new that she had been such a suspicious person, I
would not create close relationship with her.
Conditional Sentences to express wishes
Wishes can be expressed in conditional sentences using:
if + subject + were ..............+ main clause
Example:
What would you do if you were my sister? If I were your sister, I
would marry him.

ʯ Activity 9.12
Instructions: Lists of conditional sentences are given below.
Identify the sentences that potentially express
wishes.
1. I would buy a house if I won the lottery.
2. If I were a teacher, I would teach the children
effectively.
3. She would have married him if he had asked her.
4. My sister would live in New York if she was an
American.
5. I would survive in the desert if I were a camel.
6. Michael Jackson would be happy if he was a white
American.
7. Many people will prefer to fly to abroad if they get
the chances.
8. If I were multilingual, I would be competent in every

252 circumstance.
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ʯ Activity 9.13 i
t
Instructions: One of the clauses of each of the following imaginary
9
conditions is missing. Complete the missing clauses
with your own ideas.

1. If I were the teacher, __________________________.

2. If my father was a midwife, he _________________.
3. I would kill the snake if I______________________.
4. What would you do if you_____________________?

9.5.2 Articles: Definite and Indefinite

I. Students, look at these sentences.

1. I have English book.
2. I want you to give me red pen.
3. Look at board now.
II. The above sentenes can be re-written correctly as:
1. I have an English book.
2. I want you to give me a red pen.
3. Look at the board now.
The bolded words added before each noun in the above sentences
are called articles. Articles are normally used before nouns. They
point out the nouns being talked about.

The article ‘a’ means one. It is used with nouns that begin with
consonant sounds. The article ‘an’ also means one. The article
‘an’ is used with nouns that begin with vowel sounds. However,
there are exceptions. Look at the following examples:
a European, a uniform, a union, a one-eyed person an
heir, an honorarium, an honest person, an hour
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i The article ‘the’ is used before singular, plural, coutable or
t
uncoutable noun. Note that thereare also expressions that are
9 alw’ays preceded by the article ‘the’.
the teacher, the teachers, the milk, the Sahara Desert, the
Awash River, the earth, the old(old men/old women), the
guitar, the piano, the first, the second, the last, largest, the
smallest

ʯ Activity 9.15
Instructions: Use a, an, or the where necessary in the text given
below.

I see_______(1) man with long moustache in the picture.______

(2)man was once a police officer. I saw him this afternoon for
________ (3)second time while he was walking to ________(4)
market to visit how people in the area are doing business. ____
(5) more he toured in the market.___(6)more he could learn about
the culture of the people. He had only ___(7)two-hour visit as he
had a lot of work to do in the afternoon. Previously, he was one of
_______(8)richest persons in his kebele but currently he leads his
life with meagre salary. Many of the dwellers in his village respect
him as he is_______(9)honest person who has never attempted
to deceive others for his own benefits. He always advises his
daughter to be always in____(10)uniform. He has the belief that
uniforms convey many meanings to others. At night, he likes to
watch ______(11)moon, especially when it reflects light from___
(12)sun.

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9.5.3 Tenses: Simple present, simple future and simple i
past t

I. Simple present tense

9

Students, you are now going to learn about tenses that normally
help you to talk about the past, present, and the future actions. Thus,
can you mention the tenses that are used to talk about the present?
Well, tenses that are used for such purposes are: present simple,
present continuous, present perfect and present perfect continuous
(in some way). In this section, however, you are going to practice
the present simple tense.

ʯ Activity 9.16
Instructions: Write down five sentences that describe your
everyday activities. The first one has been done for
you as an example.

1. I wash my hands and face.

2. ____________________________________________
3. ____________________________________________
4. ____________________________________________
5. ____________________________________________
6. ____________________________________________

ʯ Activity 9.17
Instructions: Construct five sentences that express actions and
state of beings that are naturally true. The first one
has been done for you as an example.

1. The heart pumps blood to different parts of the body.

2. ____________________________________________
3. ____________________________________________
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i 4. ____________________________________________
t
5. ____________________________________________
9
6. ____________________________________________

ʯ Activity 9.18
Instructions: Students, what do you do tomorrow ? Write down
five sentences. The first one has been done for you
as an example.

1. I go to the clinic tomorrow.

2. ____________________________________________
3. ____________________________________________
4. ____________________________________________
5. ____________________________________________
6. ____________________________________________
■ What can you generalize about the structural patterns that are
commonly used in each of your sentence with the main verb?
Explain this to your neighboring partner.
■ What kinds of ideas did you generally address through present
simple? Explain this to your neighboring partner.
Present simple is primarily used to express habitual actions, general
truth and future planned actions. Thus, in exercise 1, you attempted
to construct sentences expressing habitual actions. Similarly, in
exercise 2, you have constructed sentences addressing general
truth. As you have seen, the main verb may or may not take (-s)
depending on the nature of the subject. Thus, if the subject is
singular, the main verb takes (-s). However, no (-s) is used when
the subject is plural including the pronoun, ‘I’.

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ʯ Activity 9.19 i
t
Instructions: Answer each of the following questions using your
own simple present tense sentence. The first one 9
has been done as an example for you.
1. What do you do on Sundays? On Sundays, I go to
church.
2. What does she play in the pitch every afternoon? She
___________
3. How often do you wash your clothes? I __________
4. What do you do next Friday? We _______________
5. Do plants prepare their own food? Yes / No, they
________________
6. Where do you live now? Now I _________________
7. Do you often eat raw meat? Yes / No I ___________
8. What is your father’s name? My ________________
9. What is your mother-tongue? My _______________
10. Are you monolingual or multilingual? I _________

Š Notes:
Negative and interrogative sentences of present simple
can be formed using the verb to do (do - with plural
subjects and does - with singular subjects).
Example 1 (singular subjects)
1. She washes her hair twice a week. (affirmative)
2. Does she wash her hair twice a week? (question)
3. She does not wash her hair twice a week. (negative)
Example 2 (plural subjects)
1. The janitors clean the office every morning. (affirmative)
2. Do the janitors clean the office every morning? (question)
3. The janitors do not clean the office every morning.
(negative)
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i II. Simple past
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ʯ Activity 9.20
9
Instruction: Write down five simple past sentences that describes
past actions. The first one has been done as an
example for you.
1. Yesterday, I helped my mother with housework.
2. ____________________________________________
3. ____________________________________________
4. ____________________________________________
5. ____________________________________________
6. ____________________________________________
Expressing Past Habits with Used to
Do you remember activities that you habitually did when you were
a child? Write down five of them in the spaces given below
using the expression ‘Used to’. The first one has been done as an
example for you

1. When I was a child, I used to play with mud.

2. ____________________________________________
3. ____________________________________________
4. ____________________________________________
5. ____________________________________________
6. ____________________________________________
Students, what did you notice about the forms of the verbs and the
time expressions when you construct the sentences in the above
two situations. Exchange ideas with your partners and compare
your sentences with your partner’s. Have you constructed negative
and interrogative forms of sentences apart from affirmative ones? If
so what kinds of structural differences did you notice?

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i
Š Note t
interrogative and negative forms of simple future can primarily 9
be expresses using the modal verb to do ‘will’ or other types
of modals such as ‘may’ and ‘can’. Look at these examples.
1. We will go to church on next Sunday. (affirmative)
2. Will we go to church on next Sunday? (question)
3. We will not go to church on next Sunday. (negative)

ʯ Activity 9.21
Instructions: Re-write each of the following sentences using the
correct form of past simple verb in the bracket.
The first one has been done as an example for
you
1. The Director (visit) the school last week.
Answer: The Director visited the school last week.
2. She(take) the entrance exam and (join) the university
last year.
3. My brother (smoke) cigarettes when he was young.
4. After she graduated from the college, she (become) a
midwife.
5. My daughter (can speak) three languages before she
joined the college.
6. As soon as the police (arrive), the criminal had left
home.
7. He scored good grades before last semester, but last
semester his grade (not be) good.
8. My sister (not communicate) with the people in the
market effectively when she bought her new dress as
she is monolingual.
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i III. Simple future
t
Students, tenses are not only used to express present and past
9 actions as you see above, but also future actions too. Thus, using
future tenses, we can talk about the future. Future actions can be
expressed through three tenses: simple future, future continuous
and future perfect. However, in this section, you are going to learn
about simple future tense.

ʯ Activity 9.22
Instructions: Construct your own five simple future sentences .
The first one has been done as an example for you
1. I will wash my clothes tomorrow morning.
2. ____________________________________________
3. ____________________________________________
4. ____________________________________________
5. ____________________________________________
6. ____________________________________________
Students, what did you notice about the forms of the verbs and the time
expressions when you construct the sentences? Exchange ideas with your
partners and compare your sentences with your them. Have you constructed
negative and interrogative forms of sentences apart from affirmative ones?
If so, what kinds of structural differences did you notice?

Š Notes
interrogative and negative forms of past simple can be
expresses using the verb to do ‘did’.
Examples
1. My wife visited her hometown last year. (affirmative0
2. Did my wife visit her hometown last year? (question)
3. My wife did not visit her hometown last year. (negative

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Tasks on tenses i
t
1. Dear students, you have just learned three tenses. Which tense
do you think is most dominantly used in the reading passage 9
entitled, “Cognitive Benefits of Multilingualism”? What do you
think is the primary reason? Discuss it with your partner and report
the answers to the class. Don’t forget that your reports should be
supported by reasons and evidences.
2. Do you remember the most dominant tense used in the listening
text? Explain why such type of tense needs to be dominant unlike
other tenses?

ʯ Activity 9.23
Instructions: The following sentences have been written wrongly.
Make corrections and rewrite them. The first one
has been done as an example for you.
1. Did your English teacher gave you an assignment
tomorrow? Wrong
Corrected: Did your English teacher give you an assignment yesterday?
2. His sister does not helps her mother with housework.
3. The Minister will came last week to visit the school.
4. Will you attend the meeting next Tuesday?
5. Before I got married, I buy a house.
6. Water boiled at one hundred degree centigrade, but
freezed at zero degree centigrade.
7. Water boiled at one hundred degree centigrade, but
freezed at zero degree centigrade.
8. Do the farmers use fertilizers to promote crop
production?
9. Currently she spoke three local languages, but in the
past she speak four languages.
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i 10. Next year, my daughter will take the entrance exam.
t A: Where are you born?
9 B: I am born in Dilla town.
11. I use to smoked cigarettes when I was young, but
now I did not.
9.5.4 State verbs: Thoughts and opinions

Students, have you ever heard and read out anything about state
verbs. If so, exchange ideas with your partner and then be ready
to define these verbs to the class. You can even define such verbs
depending on the word ‘state’ as a clue. In addition, we hope that
you may grasp useful information by working on the following
preliminary activities.

ʯ Activity 9.24
What do you think is wrong with each of the following sentences? Be
in small group and re-write the sentences by making the necessary
corrections depending on the forms of verbs.

1. I am thinking that being multilingual is

advantageous.
2. Are you believing that Ethiopia is advantageous being
multicultural country?
3. The teacher is hoping that most of the students will
pass the exam.
Have you attempted to correct all the above sentences? We have
great hope now that you have adequate clues to define state verbs.
Thus, what are state verbs?

State verbs can be defined as verbs that are not normally used in

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written as they are all constructed using present continuous tense i
t
instead using present simple. In this regard they can be correctly
re-written as: 9
1. I think that being multilingual is advantageous.
2. Do you believe that Ethiopia is advantageous being
multicultural country?
3. The teacher hopes that most of the students will pass
the exam.
Students, state verbs are of different categories: verbs of the senses,
wants, likes / dislikes, thoughts, opinions, belongings, etc. In this
section, however, you are going to focus on verbs of thoughts and
opinions. Verbs of thoughts mainly include: think, understand,
know, realize, recognize. Similarly, verbs of opinion mainly
include: believe, hope, feel, see.

Thus, knowledge of the features of state verbs as stated above is of

great value. Now, express your thoughts and opinions constructing
correct sentences using each of the above state verbs (thoughts and
opinions).

9.6 Vocabulary
Students, in this section you are going to learn some language words.
Do you have any idea why such words are said to be language
words?

Just express your feelings to your partner. Such words are said to
be language words because they are commonly used in settings
where we talk about languages. The listening and reading texts can
be taken as such settings. This is because you may encounter some
of the words within the texts. Here are some major language words:

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i 1. Mother-tongue/first language 6. Multilingual/multilingualism
t
2. Multiple languages 7. Pluriliungual
9 3. Diversity 8. Communication
4. Bilingual/bilingualism 9. Multicultural
5. Polyglot multiculturalism

ʯ Activity 9.25
You can now see the extent to which the above words are
characterized to be language words. As this unit primarily is based
on language and cultural issues, you can find some of the words
in the listening and reading texts. Construct sentences using your
own ideas with each of the words. You may refer to a dictionary
particularly for those which are missing from the texts. For those
which are found in the texts, you had better reach the meanings
using contextual clues.

9.6.1 Word formation: Borrowing words

Borrowing words are the process of combining the beginning

of one word and the end of another word to form a new word or
completely taken from other countries, such as French, Italy, Latin,
etc.
Example: breakfast + lunch = brunch

French borrowed word: chancellor, country ,court, crime,

defendant, evidence, government, jail, judge.

Latin borrowed words: agile, abdomen, anatomy, discus,

excavate, expensive, fictitious, gradual, habitual, etc.

Greek borrowed words: Atmosphere, climax, comedy,

data, history, parasite, neumonia, skeleton, etc.

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ʯ Activity 9.26 i
t
Instructions: In English words are formed in variety of
9
ways: borrowing, affixation, clipping, blending,
compounding, and derivation. In this section,
however, we will focus on borrowing. Mention as
many borrowed Amharic words from English as
you can that are currently being used directly or in
modified forms.
Example: television, jacket, gas, mango, etc.
1. 4. 7.
2. 5. 8.
3. 6. 9.

9.6.2 Phrasal verbs

Students, you may have noticed that there is no definition given for
phrasal verbs in this section. This is because one of the best ways
to learn phrasal verbs is to see them in context and then figure out
the meaning by yourself. It seems that if you do this, you can get a
clear understanding of the idea of phrasal verbs.

ʯ Activity 9.27
Instructions: refer to a dictionary and construct meaningful
sentences using the phrasal verbs listed below:

have on hear of
head back hear up
head for help out
head toward hit on
hear about held against

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Unit
10.Digital Vs Satellite
10

Television
Learning Outcomes:

At the end of this unit, you will able to:

ͬ listen to a verity of texts, analyse, compare, contrast and
process meaning;

ͬ complement ideas or talk about similarities and differences

of things

ͬ read the passage and associate facts with their own life

ͬ use different vocabularies from the passage in their

communication

ͬ use modal auxiliary verbs correctly in different sentences

ͬ structure and write a series of paragraphs to develop

essays

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i
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10.1 Listening
10
ʯ Activity 10.1
Instructions: You are going to listen to a passage entitled, “Is
television Harmful to Children?” Before you listen
to the passage, discuss the following questions in
groups of three/four and report your answer to the
whole class through your group representative.

Learning Outcomes:

Fig.35
1. Do you watch TV? How often?
2. What kinds of programs do you like to watch on TV?
Why?
3. Do you think that watching television has harmful
effect on your health?
4. Can you list down words or phrases you may come
across in the listening text?

Is Television Harmful to Children?

ʯ Activity 10.2
Instructions: Listen to the passage carefully while your teacher
is reading to you and answer the questions that
follows.

1. Which activity do children perform better than

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i 2. The writer believes that age is an important factor to
t
consider when children are watching television. True
10 or false?
3. When was the National Television Violence Study
conducted?
4. As presented in the passage, what is the opposite of
hero?
5. What is the Alpha State?
6. How does watching television create family
togetherness?
7. How can television help develop critical thinking?
8. Which educational programmes are famous for being
intellectually engaging?
9. The passage talks about the effects of watching TV in
different countries of Africa.

ʯ Activity 10.3
Instructions: Answer the questions below based on the lessons
you get from the passage and discuss your answers
in a group of three/four.

1. Write down major summary from the text you have

listened to __________________________________.
2. What do you want to add more to the above listening
text? Tell to your classmate.

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10.2 Speaking 10
What’s a compliment?
A compliment is an expression of admiration, appreciation,
approval, or respect. Giving a compliment is a quick way to show
other people that you appreciate them and something they have.

In order to enhance their social life, people often give each other
compliments. That means they praise each other on their
appearances, performances, personalities, and belongings (house,
car, clothes etc.)

Fig 36
In English also, you can give compliments in different ways. Study the
following expressions
you’re beautiful! you’re brilliant!
you’re handsome! you smell good!
you’re awesome! you have a heart of gold!
you’re cool!
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i These are just a few of the many compliments people give one
t
another on a daily basis. While some are given with hidden motives,
10 most are spoken with good intentions. Nevertheless, unexpected
complements can put you on the spot and leave you wondering
what to say next.

The list below exists to give you some ideas on how to incorporate
some fun and wit into your replies to compliments. A simple “thank
you” used to be acceptable, but these days, simple doesn’t always
cut it. If you’re looking to in intention to make up your audience,
here are some expressions to help you out!
Warning: Sarcasm ahead— use these replies at your own risk.

You can feel free to use any of the replies found here, but please—
do so with caution. Some of these may come off as rude or offensive
depending on how you say them, who you say them to, or what the
context is. Always be gracious and kind whenever you can, and
know that you’re better than any compliment in the world.
Look at the examples of compliments and their possible replies mentioned
below.
Compliments and Possible replies

No Complement Possible reply

This office really looks great! Thank you, it is nice of you to say
1 so.
What a beautiful shirt you Thanks, my brother bought it for
2 have on! me from Hawassa.
Your ‘datta’ is spicy and Do you like them? Thank you, I
delicious; you are really a am happy to hear that from you!
3 great cook!
Those shoes look good on Thank you, but they are pretty old.
4 you.
5 I like your hair style. Thanks, yours is also nice.
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Look at the examples below. i
t
Model Dialogues
10
1. Zomma: You have got a beautiful baby.
Mamitu: Really? Thank you to say so!
Zomma: What’s its name?
Mamitu: Amelework.
2. Adey: I like your shirt! where did you buy it?
Kumme: Thank you very much. I bought it from boutique in Hawassa.
Adey :How lovely it is! Is it made in Italy?
Kumme: Oh, not dear. It is a product of Ethiopia made in Hawassa
Industrial park.
3. Kume: You are smart in this dress.
Bontu: Oh, have you loved it? Thanks. What else do you want to add?
Kume: Your hair style looks great, too!
Bontu: Yours is also nice. Where have you got it cut?
Kume: At Nardos Beauty Salon.

ʯ Activity 10.4
Instruction: In pairs, respond to complements. The teacher will
give you a guide.

1. Look at an object your classmate possessed and

compliment him/her for it.
2. Appreciate how your friend uses his or her time for a
study. Ask about his experiences and successes.
3. In your homeroom, taste a food or drink your family
member prepared and praise for it.

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i
t
10
10.3 Reading
ʯ Activities 10.5
Instructions: Discuss the questions given below in pairs.

1. Do you know the different types of televisions

before? What are they? Discuss with your partner.
2. What equipment can you name from a television?
ʯ Activity 10.6
Instructions: Now, read the following passage carefully and
answer the questions given below.

The Digital versus Satellite Television

1. A Cable TV, what we call a digital television that comes

to the place you are through a cable wire into your home.
However, Satellite TV is that beamed down to a dish from
a satellite. Cable and satellite both work by allowing you
to “tune in” to specific channels within that signal. The
big difference is that cable comes into your home through
a wire and satellite through the air. When cable began in
the 1940s, it provided an analog signal. Satellite channels,
which began in the 1990s, offer a digital signal, which
includes higher-quality sound and photo. By 2009, all cable
systems successfully had converted to only digital, and since
then, cable and satellite systems both began increasing their
high-definition options and now both types offer them to
consumers.

2. Long gone are the days of simple analog television sets, when
things were simpler and easier to understand. Technological
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advancement gave birth to more innovative and cutting- i
t
edge siblings of analog television sets. The most confusing
one was the contrast between cable and digital television. 10

3. Being siblings, they had a lot in common but owing to the

difference in the generation, there were many differences yet
to be discovered. While you may even get the same channels
and content, the way information reaches your television
is very different between satellite and cable technology.
Satellite data signals are transmitted from powerful antennas
to satellites orbiting in space and then down to personal
satellite dishes in the homes of consumers who contract the
service. Cable television, on the other hand, is transmitted
through coaxial cables from the service provider to coaxial
outlets in the homes of cable TV viewers.

4. Cable TV and Digital Satellite TV are two of the major

competitors when it comes to offering quality entertainment.
Cable companies such as AT&T, Comcast, Cox cable,
U-Verse TV, etc. offer television services that are nothing
short in quality from what other satellite TV providers
have to offer. Analog television sets of old fashion didn’t
support as many channels as satellite television service did,
especially movie channels and the image quality was never
appealing. However, the development of digital TV put a
180° shift to the situation. The newer development used a
technology that used digital compressions to convey more
refined and high-quality content. Here we explore the main
differences between cable and satellite television, read on
to find out more.

5. Satellite TV has a higher one-time cost as compared to a

cable TV subscription unless you qualify for free equipment
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i or installation offer in return for a yearlong commitment
t
contract. The cable TV network, on the other hand, has a
10 higher infrastructural maintenance cost which reflects in
heavier monthly bills. In the longer run, satellite TV takes
advantage here by offering more number of channels against
each dollar spent.

6. Some satellite TV service providers ask for a mandatory

subscription for at least 12 months in most cases. Most Cable
companies, on the other hand, don’t have any such conditions
of committing to a minimum subscription period. Since TV
technology keeps improving, satellite or cable companies
are in a constant battle to convince customers that they’re the
preferred choice and the rival media is the worst choice. In
some cases, consumers can find things they like and things
they’re not fond of in both types of TV services, which
makes a decision even more of a challenge. Similar satellite
packages are available nationwide, but each local cable
company may offer its own features and channel lineup.

7. Satellite television actually seems to have been leading, but

not by much, in terms of innovation and picture quality.
When it comes to entertainment and the content, it’s all about
what your personal tastes are. There really is no definite
answer here as to which provider is suitable for you; until
you call your satellite and cable television suppliers and ask
questions regarding the current packages on sale.

1. The first television made is called satellite television.

(True/False)
2. According to the above text, a cable television is
more expensive than the satellite TV. (True/False).

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signal, and Satellite channels began 2009 started i
t
increasing their high-definition options and now both
types offer them to consumers. (True/False). 10
4. Cable companies such as CDS, Chamonix, Uganda
cable, Y-Verse TV, etc. offer television services to
their customers.(True/False)
5. Analog television sets of old fashion didn’t support
as many channels as satellite television service did,
especially movie channels and the image quality was
never appealing. (True/False)

10.4 Vocabulary
ʯ Activity 10.7
Instructions: Match the words/phrases given under column “A”
with words/phrases under column “B” that are
extracted from the reading text.
A B
1 beamed down (Para. 1) A revealed
2 tune in (Para. 1) B broadcasted
3 technological advancement C contribution
(Para.2)
4 more innovative (Para. 2): D fixing
5 cutting-edge (Para. 2) E obligatory
6 discovered (Para. 3) F interested in
7 transmit (Para. 3) G activity
8 subscription (Para.5) H transmit
9 installation (Para. 5) I to be fixed
10 mandatory (Para. 6) J development in science
11 fond of (Para. 6) K advancement
12 entertainment (Para. 7) L popular

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i 10.4.1 Phrasal Verbs
t
10 A phrasal verb is a combination of a verb
and a preposition, a verb and an adverb, or a
verb with both an adverb and a preposition. A phrasal verb often
has a meaning which is different from the original verb.

Instrctions: Study the phrasal verb lists below and then do

exercises.
1. Hold on: To have or keep your hand, arms, etc., tightly around
something.
Example: “Hold on to the railing, that way you won’t fall”.
2. Blow up: to fill (something) with air or gas
Example: “Please could you blow up those balloons?”
3. Bring up: to take care of and teach (a child who is growing up).
Example: “Their grandparents brought them up because their parents
were always travelling”
4. Call off: to stop doing or planning to do (something) .
Example: “Maria called off the wedding, she decided she didn’t love
him”
5. Carry on: To continue to do what you have been doing
Example: “Sorry I interrupted, carry on talking!”
6. Come across:
A. To seem to have a particular quality or character
B. To make a particular impression.
Example: “Julia came across as a bit bossy”
7. Come up with: To get or think of (something that is needed or
wanted).
Example: “We finally came up with a solution to the problem!”
8. Fall apart: To break into parts in usually a sudden and unexpected
way,

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9. Get along: To be or remain friendly i
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Example: “We’re not together anymore, but we get along great”
10. Get away: To go away from a place. 10
Example: “I cannot wait to get away from the city”.
11. Get over: To stop being controlled or bothered by something, such
as a problem or feeling. Example: “I got over my fear of flying”
12. Give up: To stop an activity or effort :to admit that you cannot do
something and stop trying Example: “We all gave up smoking on
January 1st”
13. Go on: To continue.
Example: “They landed in Paris and then went on to Montpellier”

ʯ Activity 10.8
Instructions: Construct your own sentences using the phrasal
verbs given in the table below. The first one has been
done as an example for you. If you face difficulty,
consult your dictionary.
Example:
figure out : (meaning) understand I could not figure
out what you are saying

No Verbs Prepositions Meanings Example

off

on
1 Hold
out

up

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i
t back

10 after

into account

part in

2 Take up

over

down

on

away

10.5 Grammar
10.5.1 Connectors of Compare-Contrast

Compare means: discuss the similarities between two things; and

contrast means: discuss the differences between two things. Some
of these words have been used in the above texts. You can go back
and see their uses again.

Look at the lists of Connectors below

I. Words that signal comparison: (also, just as, as well as, like
/ likewise , both, comparatively, similarly/similar, identical,
equivalent, the same as, too, have in common, share the same,
in the same manner, in the same way).
II. Words that signal contrast: ( although, yet ,while, unlike,
however , in contrast to ) but, on the other hand, contrarily,
whereas, nevertheless)
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Study how the above linking devices are used in constructing i
different sentences.
t

1. Mechanization has increased crop yields, yet production is 10

still inadequate. (Contrast or opposition)
2. The economy is strong, but/ yet there are frequent strikes.(
Contrast)
3. Although/ while there are frequent strikes, the economy is
strong. (Contrast)
4. In spite of/ despite the frequent strikes the economy is strong.
(Contrast)
5. There are frequent strikes; however/ nevertheless, the
economy is strong. (Contrast)
6. Just as referring to a dictionary frequently is boring, it might
be detrimental to your comprehension of the text.(Compare)
7. Football and volleyball may seem very different sports but in
fact they have many things in common. (Contrast)
8. An orange contains many segments that can easily be separated
by hand. In contrast, a knife must be used to divide an apple.
(Contrast)
9. Television is an important medium to get information.
Similarly, radio provides us with different information from
different corner of the world. (Compare)
10. Writing is an important language skill that all students should
develop. In the same way reading is a core language skill that
expands the thinking scope of the student. (Compare)

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t ʯ Activity 10.9
10 Instructions: Complete the following blanks with contrastive/
comparative connectors.
1. The moon rises, ____________ the sun sets. We will
not go to swimming __________ the weather is good.
2. The door was open during the fight, _________ we
couldn’t hear the shouts. I studied more __________
he did.
3. They went swimming, _____the coldness of the water.
4. She looks __________ your sister.
5. They managed to work together, ________ their
differences of opinion.
6. I would rather go swimming ________ go to the
library.
7. Referring to a dictionary frequently is
boring;_________, language learners can tolerate it.
8. There are some significant differences between Stalin
and Hitler; in many ways, __________, they had
remarkably similar personalities.
ʯ Activity 10.10
Instructions: Individually, join the sentences given below using
any of the transitional words listed above.

1. The equipment was expensive. It was unreliable.

________________________________________________
2. My uncle has a lot of money. He does not want to buy
any furniture..
________________________________________________
3. This department must reduce expenditure. It needs to
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install new computers. i
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4. Sales of the new car were poor. They were heavily
advertised.. 10
5. I am well now. I do not feel strong.
6. She has never come here. I invited her many times.

10.5.2 Modal auxiliaries: (ought to, should, must, have to,

need to, can, will)
I. ought to and should

In English, we use the modals ‘should’ and ‘ought to’ to give advice.
Study the following conversation between Yimer and
Tuji.
Yimer: I’ve got really bad toothache. What should I do?
Tuji: Oh you should try my dentist. He’s really good. You ought to
ring now and see if he can fit you in.
Use

You give advice when you suggest actions to other people. Using
the word should is a common way of asking for and offering advice
in both formal and informal situations.

Form
■ Should is a modal verb. It is followed by the infinitive of the main
verb without to.
You should take more exercise.
Sentence You ought to ask for some time off work.

Negative Liyu oughtn’t to eat a lot of sweet things.

You shouldn’t work so hard.

Question Should I take the tablets before or after meals?

Should I see him now?

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i ■ Should and ought to are modal verbs which do not change form
t
First person Second person Third person
10
Singular I should go. You should go. He/Sheshould go.
I ought to go. Youought to go. He/Sheought to go.

Plural We should go. You should go. They should go.

We ought to go. We ought to go. We ought to go.

Common errors
■ For should, using to before the main verb or adding –ing to the
main verb:
She should to get it from the chemist.  She should get it from the chemist

He should going home early.  He should go home early.

ʯ Activity 10.11
Instruction: In pairs/small groups, give as many pieces of advices
as you can using the expressions above.

II. must and have to

Study the following sentences

1. Does Abebe have to wear a uniform?

Yes, all the students have to wear a uniform.
2. What time does school start?
At 8 o’clock, but you must be in your classroom at 7:45.
3. Do I have to fill in the form?
Yes, everybody has to complete it.
Uses
You use must and have to talk about rules and things that are
necessary.

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Form i
t
I / we/ you they must go.
positive I / we/ you they have to go. 10
He / she must go.
He / shehas to go.

Must I / we / you / they go?

question DoI / we. you/ they have to go?
Must he she go?
Does he/ she have to go?
■ When you talk about rules you can use must or have to.
Children must start school when they are five.
Children have to start school when they are five.
■ When you talk about something which you think is necessary, you
use must.
I must work harder.
He must clean his car. It’s very dirty.
■ When you ask about rules it more usual to use Do ... have to
...?thanMust ...?
Do I have to take my passport?
■ The past of must and have toishad to.
I had to go to a wedding ceremony last week.
Common errors
■ You don’t add an “s” to must for he and she.
She musts do all her = He must do all
homework . her homework.
■ You don’t use to after must.
She must to improve = She must improve
her spelling. her spelling.
ʯ Activity 10.12
Instructions: In pairs/small groups, write as many sentences as
you can using must and have to.

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i III. Can or Could
t
1. Could you pass the bag to Mulatu, please?
10 I’m afraid I can’t. I can’t carry the bag as it is very heavy.
2. Can I have a return to Bahir Dar, please?
Certainly. That’s 200 Birr please.
3. Could you take me to the station, please?
Yes, of course. What time does bus arrive?
Use
■ You often use Can I...?or Could I...?when you ask for something.
Can I have a cup of coffee, please?
Could I have a ticket to Hawassa, please?
■ You use Can you...? or Could you...?when you make requests.
Can you help me with my bags, please?
Could you stop by the supermarket, please?
Form
Can I have a return ticket?
Question Could I have a sandwich?
Can you meet me at the station?
Question Could you help me with my bags?
■ When you ask for things you usually add, please.
Could I have a return ticket, please?
■ You often say here you are when we give somebody the thing they
want.
Can I have a timetable, please? Yes, here you are.
■ When you say yes to a request, you say yes, of course.
Can you meet me at the station, please?Yes, of course / no
problem.
■ When you say no to a request, you can say I’m afraid I can’t and
give a reason.
Could you post this for me?  I’m afraid, I can’t.
I’m really busy.
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ʯ Activity 10.13
10
Instructions: In pairs/small groups, write as many sentences as
you can using can and could.
IV. Using will for future arrangements
1 The doctor’s with a patient now but she will see you in a few
minutes.
2 Don’t worry, I’ll make sure she leaves on time.
3 I’ll meet you at the café at about five.
4 No, I won’t let him drive my car. He’s not insured.
■ Use will to talk about an arrangement which is about to happen or
is in the very near future.
■ Use will to make a promise or to offer to do something for
someone.
■ Use will when asking someone to do something.
■ Use won’t (will not) when refusing to do something.
Form
■ Will is a modal verb. It is followed by the infinitive of the main
verb without to.
■ will does not change its form according to person or singular and
plural.

First person Second person Third person

Singular I’ll( will )go. You’ll (will ) go. He/She’ll (will) go.

Plural We’ll (will) go. You’ll (will) go. They’ll (will) go.

■ The negative of will is won’t.

The librarian won’t arrive till five. There won’t be anyone there
now.
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i ■ In speech we usually use the contracted form ’ll or won’t in
t
sentences.
10 I’ll be with you in a minute. We won’t forget to contact you.
10.5.3 Direct and indirect Object

The English verbs are followed by two different kinds of objects -

the direct object and indirect object.
Study the following sentences
1. I bought Tirhas some flowers.
2. I bought some flowers to Tirhas.
These sentences contain both direct and indirect objects. Flowers
are the direct object and it refers to what I sent. Tirhas is the indirect
object and it refers to whom I sent it.

The object of a verb or clause is a noun group which refers to the

person or thing that is involved in an action but does not perform
the action. The object comes after the verb. It is sometimes called
the direct object.

1. She closed the window.

2. Some of the boys noticed me
Some verbs have two objects. For example in the sentence “I gave Ali the
book’, ‘the book’ is the direct object, and ‘Ali’ is the indirect object. The
indirect object usually refers to the person who benefits from an action or
receives something as a result of it.
You can put an indirect object in front of the direct object or in a
prepositional phrase after the direct object.
Look at the following sentences
1. Bacha told me the truth.
2. She handed the book to the librarian.

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ʯ Activity 10.14 i
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Instructions: In pairs/small groups, write as many sentences as
10
you can having direct and indirect objects using the
verbs from the following box.
throw buy hold teach tie
drive pass ake lend show
10.5.4 Transitive and intransitive verbs
Study the following sentences
1. Solomon Barega runs fast.
2. Her tooth ached.
Some verbs do not take an object. These verbs are called intransitive
verbs. Intransitive verbs often describe actions or events which do
not involve anyone or anything other than the subject. In the above
sentences, the verbs ‘runs’ and ‘ached’ are intransitive verbs.
Study the following sentences
1. He is washing clothes
2. She read a novel.
Some verbs describe events that must, in addition to the subject,
involve someone or something else. These verbs are called
transitive verbs. They take an object, that is, a noun group which
is put after the verb. In the above sentences, the verbs ‘is washing’
and ‘read’ are transitive verbs.

ʯ Activity 10.15
Instructions: In pairs/small groups, write five sentences using
intransitive verbs and another five sentences using
transitive verbs.

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10.6 Writing
10
10.6.1 Re-arranging Sentences of a Paragraph

ʯ Activity 10.16
Instructions: The following sentences make one paragraph
if you arrange them into their correct order.
Arrange them into their appropriate order to make
a paragraph.
1. By domesticating the jojoba, scientists hope to change unproductive
desert land into productive agricultural land.
2. The jojoba is an example of a plant that scientists are trying to
domesticate.
3. This can be used in making cosmetics and high quality machine oils.
4. The jojoba, a wild desert bush that grows in some parts of the United
States and
Mexico, is about 2 meters high.
5. Its fruit is 40-60 percent liquid wax, called jojoba oil, which is
valuable.

The correct orders are:

1.----------- 2.------------ 3. ------------ 4. --------------- 5. --------------

10.6.2 Punctuations

Students, do you know the sign post which are used to put on the
road side how the vehicles and people travel from place to place
either minimizing or maximizing their speed? The same hold is true
that a punctuation mark is a symbol such as a full stop or period,
comma, or question mark that you use to divide written words into
sentences and clauses.
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10

Fig 37
Source: www.englishgrammarhere.com

It is difficult to write without punctuation. Well, you can, but your

writing wouldn’t make any sense to your reader; also you may be
misunderstood by your readers. Punctuation is as important to your
writing as your word choice, syntax, and structure. When any one
of these elements is missing, you don’t have a coherent piece of
writing.
Example: Though many snakes are dangerous, some are with great
importance for medical purpose. In this situation if you
want to pass an instruction to save the snake the coma in
between are very crucial.
Kill it not, save it !.

When the reverse is true, a comma can be put as follows,

Kill it, not save it!
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ʯ Activity 10.17
10
Instructions: Choose the sentence which has been punctuated
correctly.
1.
A. I know, what you want C. I know what you want.
B. I know what you want? D. I know what you want
2.
A. You don’t know me well do you?
B. You, don’t know me well do you.
C. You don’t know me well, do you.
D. You don’t know me well, do you?
3.
A. Do you recall my name my address my job my passion?
B. Do you recall my name? My address? My job? My passion?
C. Do you recall my name my address my job my passion
D. Do you recall my name, my address, my job and my passion?
4.
A. What, I can’t believe you did this to her?
B. What I can’t believe you did this to her.
C. What? I can’t believe you did this to her.
D. What! I can’t believe you did this to her.
5.
A. I knew what would happen if we went there, but we had to go
anyway.
B. I knew what would happen, if we went there but we had to go
anyway.
C. I knew what would happen if we went there but we had to go
anyway?
D. I knew what would happen if we went there but we had to go
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anyway! i
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6.
A. Do you remember what we used to do, when we played together 10
as childhood friends?
B. Do you remember what we used to do when we played together as
childhood friends?
C. Do you remember what we used to do when we played together as
childhood friends!
D. Do you remember what we used to do when we played together as
childhood friends.
7.
A. In summer, its too hot around here.
B. In summer its too hot around here.
C. In summer, it’s too hot around here.
D. In summer, it’s too hot around here!
8.
A. We had pizza beef steak onion rings and diet coke at the dinner.
B. We had pizza; beef steak; onion rings; and diet coke at the dinner?
C. We had pizza, beef steak, onion rings and diet coke at the dinner
D. We had pizza, beef steak, onion rings, and diet coke at the dinner!
9.
A. You are the right person for the job, arent you?
B. You are the right person for the job, aren’t you?
C. You are the right person for the job aren’t you?
D. You are the right person for the job, aren’t you!
10.
A. Stop you can’t go any further
B. Stop, you can’t go any further!
C. Stop you can’t go any further.
D. Stop, you cant go any further

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ʯ Activity 10.18
10
Instructions: punctuate the following two short paragraphs by
adding capital letters, commas and full stops in
your exercise book.

Text I

people travel more today than at any time in history more and more
people are traveling by air space planes are being developed which
will be able to travel at five times the speed of the sound however
planes like this will use huge amounts of fuel and may damage the
atmosphere

Text II

many governments are worried about the pollution which is caused

by petrol driven cars and lorries traffic fumes are often a serious
problem in big cities these fumes can damage people’s health as the
result the petrol companies have developed a clear type of petrol
which does not lead electronic cars are also being built these do not
produce any exhaust fumes in the future most forms of land sea and
air transport will use less fuel.

10.6.3 Confusing words

Confusing words are terms used for two or more words that are
easily confused with one another because of similarities in spelling
(such as desert and dessert or personal and personnel), pronunciation
(allusion and illusion, accidental and incidental, perspective and
prospective), and/or meaning (imply and infer).

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Some of sample confusing terms are: i
t
■ confidant/ someone ■ a little/little/the
confident ■ advice/advise little 10
■ farther/farthest/ ■ later/latter/latest ■ elder/older
further ■ access/axis/excess ■ raises/rises/races
■ anyone/no one/ ■ beside/besides/till ■ breath/breathe

ʯ Activity 10.19
Instructions: Fill in the blanks with an appropriate word or
phrase in the following blank spaces.

1. She is ______________ of her success.

A. confident B. confidant C. confidential
2. I don’t want any __________ explanation.
A. further B. farther C. farthest
3. Is there _________ in the class?
A. anyone B. no one C. someone
4. The doctor ________ the patients to quit smoking.
A. advised B. adviced C. Advising
5. He says he is enjoying his ______ visiting to
Ethiopian Renascence Dam.
A. later B. latter C. latest
6. All students should have _______ to a good library.
A. access B. axis C. excess
7. ________ football, he plays cricket.
A. Beside B. Besides C. Till
8. ________ knowledge is a dangerous thing.
A. A little B. Little C. The little
9. He is my ________ brother.
A. elder C. either could
B. older be sed here
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i 10. The sun _______ in the east.
t
A. raises B. rises C. races
10 11. Make sure to ________ deeply.
A. breath B. breathe C. breathing

10.6.4 Writing an Expository Texts

An expository essay is an essay that gives an account of explanation

on something. It can be developed using a variety of techniques such
as: definition, illustration(example), cause and effect, classification,
comparison, contrast, process description. One point to remember,
it does not mean that the whole part of the essay is fully developed
using only one of the techniques. The point is that the dominantly
used technique is used to categorize the technique

Writing a Conclusion to a Paragraph

The concluding sentence is the last sentence in a paragraph . Its

main function is to summarize (tie together) the ideas in the whole
paragraph. A good conclusion is essential for most paragraphs
written in different modes because it gives the readers to further
understand the main idea discussed in the paragraph, avoid
confusions or difficulties if the topic is challenging to understand
from the supporting details. When you write an effective conclusion,
try to bring the reader back to the main idea, re-examine the topic
sentence and re-state it in another way, take a maximum care in
connecting the supporting details with the topic sentence. Make sure
that your conclusion can give re-enforcement, suggestions, advice
and/or insight to your reader. It is also important to understand that
sometimes conclusions are left to the reader when the writer thinks
that the main idea can be concluded in several ways.

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Examples of conclusion starters: i
t
In general, generally, therefore, thus, to sum up, to conclude, to
10
summarize, to make the long story short, briefly, in brief, shortly,
in short, finally, etc.

ʯ Activity 10.20
Instructions: Look at the concluding sentence in the paragraph
given below and then in the same way write a
concluding sentence to the paragraph that comes
next.

A Sample of a Concluding Sentence in a Paragraph

When people read any article, their purpose can vary from individual
to individual. Most readers like to concentrate on introductions
and conclusions as these parts of a paragraph often carry the main
points in the paragraph. A conclusion is an important part of any
piece of writing. It helps to summarize all the essential points of
the topic. For instance, if readers face difficulty in understanding
the meaning of most sentences in a paragraph, the conclusion
comes into the picture and reduces their challenge. In addition, a
conclusion is important to get further information about the topic
and pose different questions that lead to further reading. In sum, a
conclusion is helpful in a paragraph as it can help to bind the
whole ideas discussed in the paragraph.

Doping in Sports

Doping, performance enhancing drugs (PED) includes tampering,

possession, trafficking, administration, assisting, encouraging,
aiding, conspiring a prohibited substance and an anti-doping rule
violation. The word is believed to be derived from the Dutch word
“doop”, meaning a viscous opium juice. Doping has probably existed
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i in one or another form since the beginning of the competitive sport.
t
Doping in sports is increasing and diversifying involving a variety
10 of serious public health problems. Nowadays, it is common to find
it with both professional and recreational sporting people. Even
though millions of dollars are being spent in advanced scientific
researches, drug detection methods, doping control procedures,
educational campaigns, policy advancements, studies conducted
internationally and locally depict that the use of such drugs has
not yet shown declination for several reasons. The pressing factors
that enhance this stimulant are: the financial interests of athletes,
coaches and their sponsors, the societal pressure to obtain better
results, the media coverage of sports competitions and the human
nature. To curb the problem, health professionals, nutritionists and
sport scientists have not yet brought significant change despite their
constant effort. If the situation continues with the same tempo, the
value of sport and the meaning of winning a competition become
valueless.

Thus,________________________________________________
____________________________________________________.

ʯ Activity 10.21
Instructions: Think of any title on the most frequently used
drugs in your locality/Ethiopia, write an expository
paragraph of maximum seven sentences and
conclude it with approprate sentence.
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

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ʯ Activity 10.22 10
Instructions: Read the following sample expository essay and
answer the following questions.

1. What is the main technique the writer has used to

develop the ideas in the expository essay given
above?
2. Write out the main idea (the thesis statement) of the
essay.
3. List down all the transitional words that the writer has
used to develop ideas in each paragraph.
4. Select any title and write your own expository essay
and bring it to class for evaluation.

Loneliness and Its Effects

1. A more narrow definition suggests that loneliness is the

distressing feeling of being alone or separated. When
a person is not surrounded by other people, spends most
of his or her time alone and maintains little-to-no social
contact, we can say that she/he has already developed the
feeling of loneliness. Prolonged loneliness can be dangerous
since it can cause a variety of emotional and physiological
problems. However, the good news is that loneliness can
be treated effectivelymostly with the help of a professional
psychotherapist.

2. Every person has a basic need to belong to a certain group;

this need is as significant and natural as the need to eat, to
sleep, or to feel safe. However, simply belonging on its own
does not satisfy the need: it is important that a person can
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i form strong, close, and stable interpersonal relationships
t
and maintain them: only in this case, the sense of belonging
10 will be full. Literarily speaking, loneliness is an emotion
which signals that the need of belonging is not satisfied or
that we are not getting the relationships or the quality of
already existing relationships that we want. However, this
may not be always true. for example, a person can have a lot
of friends and see them often or he or she can be married and
have children, have no problems with colleagues at work:
everything is seemingly fine, but the sense of loneliness is
still there and it is important to understand why it is present
and what is lacking.

3. Everyone probably knows the feeling of isolation when the

entire world seems to be behind a glass wall. In a world where
communication is one of the requirements of the twenty-
first century, extroverted behaviors are deemed healthy and
normal and where everything calls a person to belong to a
certain group, being and feeling alone often seems wrong.
In fact, there is nothing bad in needing solitude. We all
need to spend some time on our own. However, when this
condition becomes chronic, undesired and when a person
feels the impossibility of establishing contact with others,
this is already something many people around the world
fear strongly.

4. Being in strong and close relationships affects our mental

health beneficially; however, being alone for along period of
time can lead to a number of negative consequences both on
mental and physiological levels. In particular, loneliness can
lead to depression, which is a dangerous mental condition
on its own, a feeling of hopelessness, low self-esteem, an
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impaired ability for social interactions and work, suicidal i
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tendencies, poor sleep, the sense of defeat and helplessness.
These sensations form a vicious circle nurturing each other. 10
They aggravate the situation of a lonely person, preventing
him or her from getting out of this span on his or herown.
Not only the emotional sphere but also bodily functions are
affected by loneliness. Studies show that lonely people face
cardiovascular diseases more frequently than those enjoying
strong and stable relationships with other people. Other
effects include the loss of weight, hormonal imbalances, the
inhibition of the immune system, low resistance to infections
and inflammations. All these,however, does not mean that
a person starts experiencing all these negative effects every
time he or she feels lonely.

Phrasal
Example
Verb Meaning
accept or follow
a decision or We have to abide by the laws of our
abide by rule. country.
His wife must account for the
account for to explain. money she lent to her staff member.
The president acted on the late
act on to take action coming staff.
perform
something with
actions and
Act act out gestures. He acted out the play marvelously.

His research aimed at young

aim at to target. delinquents.
make a copy of You should always back up
back up computer data. important files .

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t back The back up from his friends has
up support. never been forgotten
10
Our government had to bail out the
bail out save rescue. airline
You will be a mature person if you
bear up resist pressure. bear up different challenges in life
blow The bomb blew up without any
up explode. warning.
make a
book reservation in I like to book in at an international
in advance. hotel..
go into a
building to steal The burglars broke in and stole the
break in something. TV and video.
She broke off their engagement
end a when she found out that he’d been
break off relationship. unfaithful.
They broke through the pressure
break pass a barrier or from their boss and brought change
through obstacle. on the life of the employees.
make something The war brought abut un9ty and
bring about happen. strength
bump I bumped into an old friend at
into meet by chance. cafteria.
call return a phone I must call her back when we get to
back call. the office.
Language learning calls for
call for demand. intensive practices
The meeting was called off due to
call off cancel. heavy rain..

call on Visit. Which park do you want to call in?.

I called him up as soon when I get
call up Telephone. free time.

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Carry on quietly with your work t
carry on Continue. until the substitute teacher arrives.
10
The government is carrying out war
carry out perform a task. to reinforce law
reach someone
catch who was ahead Hicks joined the class late but he
up of you. caught us up after weeks.
cater To provide what the college caters for students of all
for is necessary. ages.

come I came across many new words

across find by accident. when I was reading this book.
I crashed out in front of the TV last
crash out fall asleep. night.
The telephone’ line been cut off
cut off disconnect. because we didn’t pay the bill.
The woman could not decide on her
decide on choose- select. marriage.
Efficient journalists always dig out
dig out find details. information and find out the truth.
The country has embarked on
start a project or different modern dam construction
embark on venture. projects.
break into The box fell apart when I picked it
fall apart pieces. up.
Figure
out understand. Who can figure out his ironic
fill something I stopped at the gas station and filled
Fill up completely. up my car
I went to the library to find out all I
could about the life and work of Joe
Find out discover. Meek.
make an He fixed up an appointment for me
fix up arrangement. to see a specialist.

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i observing Planiong trees is not enough. You
t
follow something should follow up their growth and
10 up closely give them care.

get communicate I just couldn’t get my message

across successfully. across at the meeting.
leave a bus, We got off the bus and walked to
get off train,etc.. my house.
enter a bus,
get on train-plane,etc.. We got on the train at Piaza
recover from
get something-feel
over better. It took me ages to get over flu.
distribute
something for In this issue of the magazine, they
give away free. are giving away a free DVD.
The projects have to be given in
submit three weeks before we break up for
give in homework,etc.. the end of term.
Somebody was giving leaflets out in
give out distribute. front of the underground station.
stop doing
something that I gave up taking sugar in tea and
give up has been a habit. coffee to lose weight.
The construction of the bypass went
go ahead despite the protests from
ahead proceed. environmentalists.
He went on talking though no one
go on continue. was listening to him
i went through the letter but i could
not understand anything
go through examine-search.

The robbers told the clerk to hand

hand over give. over all the money.
Hang Could you hang on for a moment till
on wait. she’s free.

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Hang up end a phone call. I lost my temper and hung up. t
H\hold Could you hold on for a minute; 10
on wait. she’ll be free in a moment.
I jotted down her number on a scrap
Jot make a quick of paper and I cannot find it now.
down note.
He kept on trying and succeeded in
Keep on continue. the end.
maintain a Atnafu has been repeatedly advised
continuous to stop smoking cigarette but still he
Keep up action, persist. kept on smoking
Kick He kicked off last month when he
off die. had a massive heart attack.
The manager advised Alushu to
improve his behaviour repeatedly
but he could not show any
improvement, so he finally kicked
Kick out expel. him off.
The hotel laid off twenty staff
make an because the number of tourists has
employee seriously fallen down..
lay off redundant.
He was left out of the side because
leave he hasn’t been playing too well
out not include. lately.
arrange
something in a He lined the bottles up against the
line up line. wall.
Use money for We live on eight -thousand birr a
live on basic necessities. month.
If you lock down your computer
make very properly, it is very difficult for
lock down secure. people to access it.
enter a
restricted area
on a computer I had forgotten my password and
log in system. couldn’t log in.
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i When she’d finished working on the
t
exit a computer spreadsheet, she logged off and left
10 Log off system. the office.
Enter a computer He entered his password for the
log on system. college intranet and logged on.
Danny closed the programs and
exit a computer logged out when it was time to go
Log out system. home.
Their auntie looked after them
while their mother was in hospital.
look after take care.
look I’ve been looking for all their
for try to find. hidden files
anticipate
look forward something I’ am looking forward to meeting
to pleasant. you.
We’ll look into the problem and
research- come back to you when we have the
look into investigate. information.
consult a
reference work
(dictionary-
phonebook-
etc.) for a I didn’t know the correct spelling so
look specific piece of I had to look it up in the dictionary.
up information..
Try to
compensate for He tried to MAKE IT UP TO her-
doing something but she wouldn’t speak to him.
make it up to wrong.
I always mix those two sisters up
because they look so like each other.
mix up confuse.
move Start living in a
in place. The house was empty for ages
I opted for an endowment mortgage
and lost a lot of money.
opt for choose.
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be the reason for She owes her success to hard work
i
t
owe to something. and determination.
10
Sadly-Betty passed away yesterday
Pass away die. after a short illness.
give a message Please pass the message on when
pass on to someone. she gets here.

Pass on Die. Her husband passed on last year.

Pass The protesters passed out leaflets to
out distribute. the growing crowd.

remove Many of the courses will phase out

Phase out gradually. next year. Therefore

Pick up collect. While you’re in town

pig out Eat a lot. The food was great

accumulate in a He piled up the branches of the tree
pile up pile or heap. herem.
make someone He pointed out that I only had
aware of two weeks to get the whole thing
point out something. finished.
The concert’s been put off until next
month because the singer’s got a
Put off postpone. throat infection.
extinguish a
cigarette-fire- He put out his cigarette before
Put out etc.. entering the building.
I can’t put up with my neighbour’’s
noise any longer; it’s driving me
Put up with tolerate. mad.
read out
. read aloud rather The teacher read out the names of
than silently the students who’d passed
ring up
telephone.

Helen rang me up earlier.

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i rule out exclude a We are fighting hard to rule our
t
possibility. enemies from our territory
10 run into meet by She ran into her ex-husband in the
accident. market..
make Could you ru n off two hundred
run off photocopies. copies of this report please

run out of We’ve run out of sugar; I’m going

have none left. to the shops for some.
Could you run over that point again;
run over I’m afraid I didn’t quite understand
explain quickly. it.
screen out Applicants without the right
exclude. qualifications were screened out.
set back The accident set the project back
. delay several months.
set state or outline He set forth his ideas in his
forth an opinion. autobiography.

Set forth We set forth at daybreak for the

Start a journey. summit of the mountain.
Set up
prepare
equipment software etc.
register in a We signed in and went straight to
sign in hotel. bed.
Close a computer
Sign out program that
requires a name I signed out and then shut the
and password computer down.
Be ready and
stand by waiting for The emergency services were
something to standing by waiting for the plane to
happen. land.
He stirred things up by complaining
make trouble for to senior management about his line
stir up someone else. manager.

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sew something
i
t
stitch up so that it is
closed I stitched up the hole in my sleeve 10
At the end of the lecture she
Summarize. summed up the main points
sum up again.
take in
deceive. She took me in with her story until
someone told me the truth.
take off

reduce the price They’ve taken ten percent off
of an item. designer frames for glasses.
position that
take over someone had
start a job or occupied before She took over responsibility for the
you. project last month.
I’ve thought it over the matter and
consider have made up my mind; I’m going
Think over something to take the job in Leeds.
carefully.
put things in the
tidy up. correct place in a I tidied up my bedroom because it
room. was a complete mess
top up refill something
that isn’t empty Shall I top up your drink while I’m
yet. pouring myself one?
decide
something by
throwing a coin
Toss up and seeing which
side lands face We tossed up to see who would kick
up off.
try out Scientists are trying out a new drug
test. in the fight against the disease.
produce an
turn out unexpected It looked as if we were going to fail
. result but it turned out well in the end.
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i persuade
t
urge on or pressure
10 to accept They urged the deal on the
something. company.
finish or
use up consume all of
something. We used up all the olive oil.
watch out
Be careful
(imperative). Watch out- there’s ice on the road.
Some of the equipment in this
use something factory are wearing out the
wear until it stops managers should take an urgent
out working action.
whip out
The police officer whipped out her
remove quickly. radio and called for back-up.
The solicitor worded her up
give someone client before the police interview
word information , so they go very little out of him.
up advice.
work out
. find the answer I couldn’t work out all the answers
or solution to the crossword puzzle.
wrap up They wrapped up the presents then
cover in paper. put a ribbon around them.
wrap up Please wrap your conversation up.I
finish. am to leave soon

write out write something I wrote out my notes in full to help

. completely. me remember them

write Make complete i wrote up the report and submitted

up written version it.
Zero out
cut off funding The debt was zeroed out by the
for a project. department.

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Zoom in
i
t
Focus more The camera zoomed in to show
closely. people’s faces. 10
Zoom focus less The camera zoomed out to show all
out closely the crowd.

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