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English for Ethiopia

English for Ethiopia English for Ethiopia
Student’s Book Student’s Book

Grade 3

Student’s Book

ISBN Federal Democratic Republic of Ethiopia, Ministry of Education

Grade 3

Price Grade 3 English Student’s Book 3

English for Ethiopia

Student’s Book
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The Publisher would like to acknowledge the following sources of text extracts.
Writers: Alamirew G/Mariam, PhD
Addis Ababa University p. 43 the text ”Smart traffic light” is adapted from “Traffic Lights Essay” http://www.marshproducts.com/
pdf/Inductive%20loop%20write%20up.pdf p. 73 the text “Ethiopian Coffee Ceremony” is adapted from
Mekasha Kassaye, PhD “Sharing the culture of Ethiopian coffee” www//http/feelathomeinthehague.com/sharing-the-culture-of-
Addis Ababa University ethiopian-coffee/ p. 97 the text “Ethiopian National Flag” is adapted from “Flag of Ethiopia (1991–96)” by
Whitney Smith; p. 101 the text “ Alfred’s Daily Routine” is adapted from https://www.englishexercises.org/
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Curriculum Editor: Demekash Asregid

Hawasa University Every effort has been made to trace the copyright holders and we apologize in advance for any unintentional
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Language Editor: Amanuel Alemayehu, PhD publication.
Addis Ababa University

Illustrator: Eyayu Genet © Federal Democratic Republic of Ethiopia, Ministry of Education

Bahir Dar University
First edition, 2014 (E. C.)
Designer: Tesfamichael Getu, PhD ISBN:
Bahir Dar UniversitUniversity

All rights reserved; no part of this publication may be reproduced stored in a retrieval system, or transmitted
in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the
prior written permission of the copyright owner or a license permitting restricted copying in Ethiopia by
the Federal Democratic Republic of Ethiopia, Negarit Gazeta Proclamation No. 410/2004 Copyright and
Neighboring Rights Proclamation, 10th year, No. 55, Addis Ababa, 19 July 2004.
Federal Democratic Republic of Ethiopia
Ministry of Education
 CONTENTS

UNIT 1 MY SCHOOL ......................................1

UNIT 2 MONTHS OF THE YEAR ..............21
UNIT 3 TRAFFIC SIGNS .............................34
UNIT 4 RIVERS ...............................................51
UNIT 5 CASH CROPS ..................................66
UNIT 6 CUTTING TREES.............................82
UNIT 7 THE NATIONAL FLAG .................90
UNIT 8 CLEAN SURROUNDING ...........104
UNIT 9 RESPECTING EACH OTHER ....112
UNIT 10 POTTERY ........................................127
 1 My School
Section One: Listening

Activity 1
Look at the following pictures. Tell the names of the pictures to your
friend.

1 2

3 4

Activity 2
In pairs, list down five objects you find in your classroom.

Example: chair

Grade 3 English Student’s Book 1

Unit 1 My School Unit 1 My School

Activity 3 Activity 5
In pairs, read aloud the following words to each other. Then, match Now listen to the story once, discuss the following questions in pairs.
these words with the pictures below.
1. What is the listening story about?
2. Does the writer of the story love the school?
A. sports Kit B. white board C. ventilator D. duster E. arm chair
3. Is the writer of the story male or female? How do you know?

3 Activity 6
Look at the following picture of a school. List down two objects which
1 are found in the story you listened to but not found in the picture.

Example: chalk kits

Activity 4
You are ready to listen to a story. What do you think the story will be
about? The title of the story is “My School”. List down three things
you may find in the listening story and tell your partners.

Example: Number of students in that school

2 Grade 3 English Student’s Book Grade 3 English Student’s Book 3

Unit 1 My School Unit 1 My School

Activity 7 Activity 9
Now, you are going to listen to the story for the second time. As you There are two pictures of schools below. Look at them and answer the
listen, match the words and ideas on the right with those on the left. questions set after the pictures.
After you have completed the matching, discuss your answers in pairs.
A

A B
........ 1. container or bag A. 500 meters

........ 2. number of students B. female

........ 3. teachers C. kits

........ 4. the writer D. careful and kind

........ 5. big E. the size of playground

........ 6. distance of school from the F. double story building

writer’s house
G. 300

Activity 8
Say whether the statements are true or false based on the story that
you have listened to.

1. Some rooms are narrow.

2. The writer is in Grade 3.
3. The writer walks to school always. B

4. The school has a big garden.

1. Which school is located in a town or in a city?
5. The writer does not have classmates.
2. Which school is located in rural area?
6. The school is located in a remote rural area.
3. Which of the schools do you love most? Why?
4. Which school do you think has better facilities for students?
5. Is school B big or small compared to your school? Why?

4 Grade 3 English Student’s Book Grade 3 English Student’s Book 5

Unit 1 My School Unit 1 My School

Activity 10 Activity 13
Visit your school compound and complete the following paragraph. Look at the picture of school below. Describe the picture to your
partner. Use the frame below the picture to describe the school in
writing.

I am a grade.................... The name of my school is ..................

............................................. It is located in ............................
..... The name of the director of my school is ..............................
.......... I go to my school at ............................local time. I go to
school with my classmates. I come back from my school at...........
................... local time. Back from school, I study the notes in my
............................... The number of classmates I have is.............
.......................................

Activity 11
The school has many things such as _________________,__________
Try to draw your school compound in your exercise book. Indicate all
facilities and services in the school as much as you can. Then, describe _______________,___________________________,__________
the picture to your partner. __________,___________________,______________________,_
_________________________________________. Especially I like
Activity 12 the ___________________. I think, this school is not located in rural

Now go in front of your classmates, and speak about your school in area. It is located in________________ area. The school is different
English. Use the model in Activity 10, to structure/outline your speech. from my school because my school doesn’t have ____________,______
____,__________and, _____________________.

6 Grade 3 English Student’s Book Grade 3 English Student’s Book 7

Unit 1 My School Unit 1 My School

Section Two: Speaking Activity 3

READING ALOUD NAMES OF OBJECTS Look at the pictures in Activities 1 & 2 and take turns to play the
dialogue below. When you speak, indicate the right picture with your
Activity 1 finger.

As you look at the pictures of the following objects, read them aloud Selam: What is this?
to your partner in turns.
Dechassa: This is a garden.

Muktar: What is this?

Medina: This is a table.

Zeleke: What is this?

Semira: This is a white board.

garden plugs desk

Activity 4
ASKING AND ANSWERING QUESTIONS Match each question with the correct answer. Write the questions
and answers in your exercise book. The answers are supported with
pictures.
Activity 2
1. Where is the library?
See the pictures of Hanna and Mengistu below and ask one another
about the objects. Follow the example. 2. Where is the toilet?
1
3. W
 here is the staffroom?
4. 
Where is the director’s
What is this? office?

This is a desk.

Mengistu Hanna

8 Grade 3 English Student’s Book Grade 3 English Student’s Book 9

Unit 1 My School Unit 1 My School

Activity 5 Section Three: Reading

Your teacher will show you five pictures of classroom and school
objects. Name the objects as the teacher shows you one by one. Then
Activity 1
write down the name of each in your exercise book. Tell the meanings of the following words to your partner in your
language.
Activity 6
English In your language
Use the example below and, first write out sentences on the importance
1. gate
of the following classroom and school objects. Then, read the sentences
you wrote to your class. 2. rest-room

Habtamu: What is a chair used for? 3. café

Lensa: A chair is used for seating on. 4. library

1. chair
2. table
Activity 2
3. window
Match the above words with the pictures given below.
Activity 7
Now match your answers with the pictures given below. 1 2

1 2

3 4
3 4
10 Grade 3 English Student’s Book Grade 3 English Student’s Book 11
Unit 1 My School Unit 1 My School

Activity 3 Activity 5
Before you read the passage below, guess the meanings of the Read the above text again and fill in the following table with the
following words and tell your partner. Then match those words with correct information from the passage.
the pictures given below.
Facility/service Used for
A. meeting laboratories for making experiment
B. laboratory library ..................................
C. hall ....................... for drinking tea
D. halls ..................................

Activity 6
Below you find words from the passage above in the wrong order.
Reorder them and make up sentences. See the example done for you.
1 2 3 Example : Gate/ school/a/ my/ has/ My school has a gate.
1. Milk/drink/at/café/we/a/ .........................................................
Activity 4 2. Experiment/used/are/laboratories/for/ making
Now read the following passage and underline the words you spoke ...................................................................................................
the meaning of above.
3. Rest rooms/two/are/there/types/of/............................................

Activity 7
School Complete the sentences given below using the most appropriate word
from the given list.
At school we learn. Students, teachers, and other administrative staff
make up the school’s community. It is a place of getting education. a) blackboard e) desk i) teacher
At school, we find laboratories, libraries, halls, cafés, and rest-rooms. b) protractor f) set squares j) compass
Laboratories have chemicals. Libraries have books. Halls are used for c) scotch tape g) clip k) schoolbag
meeting. We drink tea at cafés. A school can have many gates. But one d) test tube h) flask l) funnel
of these gates is a main gate.
1. I ..................... my pictures on the wall.
2. Use .....................to pour the oil into the small container.
3. Put the chemicals in the ..................... and store it for long time.
12 Grade 3 English Student’s Book Grade 3 English Student’s Book 13
Unit 1 My School Unit 1 My School

4. I held all hand-outs together using ..................................... Activity 2

5. Use ...................... and draw the lines. Write out the names (with the correct spelling) of the following
6. An instrument for measuring angles is called ....................... pictures.

7. Put your exercise book on your ...................... and stand up!

1 2 3
8. In our school we have excellent ....................................and student
relationship.

Activity 8
Look at the following pictures. Match those pictures with some of the
names of objects given in the table above for Activity 7.

4 5

Activity 3
Below in the box are given words taken from the listening and reading
stories in this unit. Use the most appropriate word to fill in the
following blank spaces.

wide loving charging teaches located chalk kit

1. I have a very .............................. mother.

Section Four: Vocabulary 2. English teacher ..............................very well.
PRONUNCIATION 3. Our classroom is very ..............................
4. My phone is not ....................... today.
Activity 1 5. My house is ...................... near my school.
See the list of school and classroom objects given in the Table in 6. All teachers have....................... with them.
Activity 7 above. First let your teacher read them aloud for you. Then,
you read them aloud or pronounce them.

14 Grade 3 English Student’s Book Grade 3 English Student’s Book 15

Unit 1 My School Unit 1 My School

Section Five: Grammar Can and Could

ASKING FOR AND OFFERING PERMISSIONS
Activity
We can2also use can and could to ask for permission.
Take
Weturns to role
use can play
to ask for the dialogues
permission you
to do constructed in Activity 1
something:
May above. • Can I ask a question, please?
• Can we go home now?
Study the following ways of asking for permission. Could is more formal and polite than can:
1. May I go out of the class? You may. • Could I ask a question, please?
2. May I get into the room? You may. • Could we go home now?
3. May I go with you to the cinema? No, you may not.
We use May when we ask someone for permission. We also use may
for giving permission. But when we do not allow permission, we use Activity 2
may not. Remember, may/ may not is used with all singular and Study the notes given in the box above and ask as much permission as
plural subjects. possible to get the following services. Use Can, Could and May.

loving wide located

Activity 1 chalk kit charging teach
Use “May I” expression. Ask permissions for use of the following
classroom objects. Use the example given below.
Example: Use Hanna’s pencil
Example: Can I use Hanna’s pencil?
Student: May I use the teacher’s table please?
1. To go home for lunch
Teacher: Yes, you may.
.........................................................................
Materials Asking for permission Giving/granting permission 2. Use Neamin’s phone
1 clip .........................................................................
2 bag 3. Speak in French
3 dusk ........................................................................
4 ruler 4. Go to the rest room
5 compass .........................................................................
6 eraser 5. Attend the concert
.........................................................................
16 Grade 3 English Student’s Book Grade 3 English Student’s Book 17
Unit 1 My School Unit 1 My School

THE USE OF CAPITAL AND SMALL LETTERS

Full Stop (Period) and Question Marks
Capital and Small Letters
In English we always use a full stop (.) at the end of most of the
We use capital letters in English:
sentences we write. But we also sometimes use a question mark (?) at
• to start a sentence,
the end of all questions we write.
• to start each first word of a proper noun,
Look at the following examples.
• to start a title,
1. Bewuketu went to school yesterday.
• to start the first word of names of events and periods,
2. I respect all my classmates.
• to write the pronoun I,
• to start names of locations, 3. We wear face-masks to protect ourselves from Corona virus.
• to start the first word of family relationships, months, holidays 4. What is your name?
and days, etc.

Activity 5
Activity 3
Put a period (.) or question mark(?) as appropriate at the end of each
In your exercise book, write down all the 26 alphabets of English both
of the following sentences.
in small forms (small letters) and capital forms (capital letters).
1. We ate a nice breakfast
Activity 4 2. Will you go to school tomorrow
Copy down the following sentences into your exercise books. Then,
3. Tell your father to buy you a textbook
capitalise the words where necessary.
4. Can I use your pen
1. river Abay originates from ethiopia.
5. Who are some of the famous athletes in Ethiopia
2. india is the biggest democratic country in the world.
3. I love to visit japan. Section Six: Writing
4. dechassa and demitu have moved to nejo.
THE SPELLING OF CLASSROOM OBJECTS
5. do you know where bontu lives?
6. mohammed wants to be a doctor.
Activity 1
7. yesterday I went to see doctor mustefe.
Listen to the following ten words read out loud by your teacher. Write
8. my brother and his family live in new york.
down the words you hear with their correct spelling.
9. sahara is the largest desert.
10. kejela has a pet named jet.
18 Grade 3 English Student’s Book Grade 3 English Student’s Book 19
 2
Unit 1 My School

Activity 2 Months of the Year

Complete the following words with the missing letters to make them
correctly spelled words.
Section One: Listening
Example: school :
1. d_re_to_ Activity 1
2. c_as_room Before you listen to the text, answer the following questions. Work in
pairs or groups.
3. de_k
4. p_ri_d 1. What makes the month of September different from other months?
2. When is the Ethiopian New Year Holiday?
SENTENCE CONSTRUCTION 3. Do you like the Ethiopian New Year Holiday? Why?

Activity 3 Activity 2
Write three complete sentences of your own. Each sentence must have As you listen to the text, answer the following questions. Then, tell
only four words. Write down the sentences in the table below. Use the your answers to the class.
given classroom materials to make up sentences. See the example. 1. When does the Ethiopian New Year begin?
2. Do Ethiopians celebrate the first day of September?
Classroom objects Sentence 3. What do parents buy for their children for the new year holiday?
pencil Example: I have a pencil. 4. Parents do not spend a lot of money in September? True/ False?
ruler
compass
whiteboard
lunch bag

20 Grade 3 English Student’s Book Grade 3 English Student’s Book 21

Unit 2 Months of the Year Unit 2 Months of the Year

Activity 3 Activity 2
The teacher reads aloud the text for the second time. Say whether the In pairs, ask and answer questions about the days of the week in
statements are true or false. Tell your answers to the class. turns.

Example:
1. Everybody likes the month of September.
Jemal: What is the day today?
2. The mountains become dry during September.
Feyissa: Today is Monday.
3. Wild animals come out of the bushes in September.
4. Ethiopians celebrate the New Year by exchanging flowers.
5. Are parents happy during the month of September?
6. Why do children like September?

Section Two: Speaking

Activity 1
In pairs, ask and answer questions about what your parents buy for
you in September. Ask and answer in turns. Follow the example given.

Example:
Tigist: What do your parents buy for
you in September? Activity 3
Fatuma: They buy shoes and clothes for What day comes before or after the given day? Give the correct day
me. of the week in the blank spaces given below. First do it individually.
Then, show your answers to your partner.

1. ........................,Monday
2. Tuesday,........................,
3. Thursday,........................
4. Saturday,........................

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Unit 2 Months of the Year Unit 2 Months of the Year

Activity 4 Section Three: Reading

In groups of three or four, complete the names of he days of the week
in the following balloons.
Activity 1
Before you read the text given below, answer the following questions.

1. How many months are there in the Ethiopian calendar?

2. How many days are there in each month?
3. How many seasons are there in our year?
4. During which months are schools closed?

Activity 5
Answer the following questions in pairs/groups. MONTHS OF THE YEAR
1. W
 hat is the day today?
In Ethiopian calendar there are 13 months. There is sun shine
It is ...........................................
in all of the months. Each month has 30 days except Pagumen..
2. What was the day yesterday?
Pagumen has five days every year and six days every four years.
It was ..................................
The first month of the Ethiopian New Year is September. The last
3. What will be the day tomorrow?
month of the year is Pagumen. October, November, December
It will be ..................................
and January are dry months. Crops are harvested during these
4. How many days are there in a week?
months.
There are .......................... days.
5. How many days are there in a month? In February, March, and April there are shower rains in most of the

There are ......................... days. regions. During this time crops like wheat and barley are grown.

6. How many weeks are there in a month? They are harvested in the last days of April.

There are................................. May is usually sunny. There will be only little rains. June, July,
7. What are the days of the week? and August are rainy months. Almost all crops grow during this
They are ..................., ...................., ....................., season. There may be heavy rains followed by floods.
....................., .........................., and ..........................

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Unit 2 Months of the Year Unit 2 Months of the Year

Activity 2 Activity 5
As you read the passage, answer the following questions. Then Discuss what you understand from the song given below. Sing the
compare your answers with your neighbour’s. song with him.
1. 
We get shower rains in .............., .............. and ................... The Months of the Year
months.
2. All months have 30 days. True/False Thirty days have September,

3. All crops are grown in May. True/False April, June and November,
All the rest have thirty one,
Activity 3 Excepting February alone
After you have read the passage, answer the following questions. Which has 28 days,
Work in groups. Then, tell your answers to the class.
Every year
1. In which month does the Ethiopian New Year begin? And 29 each leap year
2. What is the last month of the Ethiopian year?
3. In which months are most of the crops grown?
4. Which months are sunny and dry? Activity 6
In pairs ask and answer questions. Do this as many times as there are
Activity 4 months.
Study the months given below. Can you correctly pronounce them?
Your teacher will say them aloud to you. Say after him.
Example:
Jemal: How many days are there in
June?
Feyissa: There are 30 days in June.

ww
26 Grade 3 English Student’s Book Grade 3 English Student’s Book 27
Unit 2 Months of the Year Unit 2 Months of the Year

Activity 7 Activity 9
Copy the following table in your exercise book, and write the missing Answer the following questions. Write your answers in your exercise
months. Then show your sentences to your neighbour. Then, say out book. Then, report your answers to the class.
the months after your teacher.
1. Today is Monday, what will the day be tomorrow?
2. Today is Wednesday, what was the day yesterday?
1. September 7. ........................
3. Today is Friday, what will the day be after tomorrow?
2....................... 8. .......................
4. Yesterday was Tuesday, What is the day today?
5. Yesterday was Saturday, what was the day before yesterday?
3. ..................... 9. May
4. ..................... 10. ......................

5. January 11. July Activity 10

Ask and answer questions about the days in a month. Work in pairs.
6. ..................... 12.........................
1. A: H
 ow many days are there in January
B:...................................................................
2. A: What do your parents buy you in September?
Activity 8
B:...................................................................
Which Month comes before or after the other? Complete the following
3. A: How many days are there in February?
blank spaces, and answer questions 5-8. Work in pairs or groups.
B:..................................................................
1. September, October,............................
4. A: How many days are there in a week?
2. December, January,............................
B:..................................................................
3. ............................April, May ............................
5. A: What do the farmers do in July and August?
4. ............................ August
B: They...........................................................
5. What is the month today?
6. What was the previous month?
7. What will the next month be?

28 Grade 3 English Student’s Book Grade 3 English Student’s Book 29

Unit 2 Months of the Year Unit 2 Months of the Year

Section Four: Vocabulary Activity 3

Complete the following sentences by the words given below. You may
Activity 1 use a word twice. Work in pairs.
In the table below, you have months in the first column. From the
passage find out situations as in the example and write them in your
heavy flood harvesting
exercise book, in the second hand column. Work in pairs. Then, tell
your answers to the class. rivers seasons

Months Situations/season
1. Ethiopia has many ........................................
September flower
2. After the rain was over, there was a lot of ....................................
October
November 3. The farmers are ........................................ their crops.
December 4. Yesterday, we had ........................................ rain.
January 5. The .............................. takes away everything it gets on its way.

Activity 4
Activity 2 Answer the following questions in groups. Tell your answers to the
The words in column A are taken from the reading and listening texts. class.
Match them with their meanings given in column B. Then show your
answers to your teacher. 1. Today is Monday, what will the day be tomorrow?
2. Today is Wednesday, what was the day yesterday?
A B
1. shower rain a. area 3. Today is Friday, what will the day be after tomorrow?

2. heavy b. gathering crops 4. Yesterday was Tuesday, What is the day today?

3. flood c. water formed after rain 5. Yesterday was Saturday, what was the day before yesterday?

4. dry d. difficult to lift

5. harvesting e. without water or rain
f. little rain

30 Grade 3 English Student’s Book Grade 3 English Student’s Book 31

Unit 2 Months of the Year Unit 2 Months of the Year

Section Five: Grammar Section Six: Writing

Time Conjunctions

Time conjunctions include: before, after, then.

Study the meanings of the following sentences:
September comes before October.
January comes after December.
As you can see from the examples above, time conjunctions show
Activity 1
the time during which an action takes place.
What do your parents buy for you every September. Write five
sentences. Follow the given example. First, do it individually. Then
Activity 1 show it to your group members.
What comes before or after what? Answer the following questions Example: Every September, my parents buy a pair of shoes for me.
individually. Then, compare your answers with the answers of your
1. ..........................................................................
group members.
2. ..........................................................................
1. Number 3 comes before ......................................
3. ..........................................................................
2. Number 8 comes before ......................................
4. ..........................................................................
3. Number 5 comes after ........................................
5. ..........................................................................
4. Number 9 comes after ........................................
5. Monday comes before ........................................ Activity 2
6. Friday comes after ............................................. Write five sentences about what you like to buy for the New Year’s
7. Sunday comes after ............................................ Holiday? Write your sentences in your exercise book. Then show your
sentences to your group members.
Activity 2 Example: I like to buy a pair of jeans trousers.
Complete the following sentences by the time conjunctions (before
1. ...........................................................................
and after). Work individually.
2 ...........................................................................
1. .......... you go out for class, you should have your things in your bag.
3. ..........................................................................
2. ............a fifteen minute brake, we went back to our classes.
4............................................................................
3. ............March, we will have April.
5............................................................................
4. ............ you go to class, you should eat your breakfast.
32 Grade 3 English Student’s Book Grade 3 English Student’s Book 33
 3
Unit 3 The Traffic Signs

The Traffic Signs Activity 2

Answer the following questions orally with your partner and report
your answers to the class.
Section One: Listening
1. Which colours are used in traffic lights?
Activity 1 2. Do you think traffic lights are useful for pedestrians, people who
Answer the following questions by writing. Then, discuss your answers walk?
in pairs. 3. Have you ever seen car accidents?
1. Do you live in a city/town or in a rural area? 4. What do you think are the common causes of car accidents?
2. Have you ever seen traffic lights in your area? 5. Which of the following picture does not show a cause of a car
3. Have you seen traffic lights somewhere else? Where? accident? A, B, or C?
4. Which of the following picture shows a rural area? A or B?
5. Which of the following picture shows urban area? A or B? A B

B C

34 Grade 3 English Student’s Book Grade 3 English Student’s Book 35

Unit 3 The Traffic Signs Unit 3 The Traffic Signs

Activity 3 Activity 5
Look at the traffic light pictures given. Can you match the following Now, listen to the passage for the first time. Then, match the words
colours of traffic light with their meanings? and ideas on the right with those on the left.

A B
Traffic light Meanings
1. intersections A. crossing when the red traffic light is on
colours
2. signals B. number of colours of signals
1 red A. complete stop
3. complete stop C. green light
2 yellow B. go/Pass
4. use of traffic signals D. colours
3 green C. warning/ready to stop
5. flow of cars E. traffic
4 flashing yellow D. slow down and prepare to stop
6. go F. red light
5 flashing red E. s top/ warning dangerous
7. three G. control traffic
intersections
8. dangerous H. place of crossing or convergence

Activity 4
Activity 6
Match the following pictures with the right words they represent.
Look at the pictures below. Identify those pictures that show respect
for traffic lights and those pictures that do not observe traffic rules.
A. a pedestrian B. a cyclist C. a driver D. a mechanic
A B
1 2

3 4 C D
36 Grade 3 English Student’s Book Grade 3 English Student’s Book 37
Unit 3 The Traffic Signs Unit 3 The Traffic Signs

Activity 7 Activity 9
Listen to the passage again and match the words in Column A with Interview any person you think appropriate around your village.
their most appropriate meanings given in column B. Write down your Find out what each of the following road signs and symbols mean for
answers in your exercise book. drivers.

Example:
A B
1. Approaching road will become narrower.
1. complete A. motorist
2. traffic B. full
2. .............................................................
3. indicates C. walker
4. pedestrian D. flow of cars
3. .............................................................
5. drivers E. show

4. .............................................................
Activity 8
Now listen to the passage for the last time and say whether the
following sentences are true or false. 5. .............................................................

1. Treat a yellow light as the beginning of a red light.

2. Pedestrians must not respect traffic signals. Section Two: Speaking
3. Cyclists must obey traffic signals.
4. Traffic lights can have ten colors. Activity 1
5. A driver must know all traffic signals. Write down the meaning of each of the following traffic light colors.

6. Flashing lights show dangerous intersections ahead.

7. A flashing yellow light tells you to slow down and prepare to stop. .............................................................

.............................................................

.............................................................

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Unit 3 The Traffic Signs Unit 3 The Traffic Signs

Activity 2 Section Three: Reading

Look at the pictures of colors on the right and match them with their
names on the left.
Activity 1
Before you read the passage, talk about the following questions in
Names Colors
groups of three.

1. Red A. 1. Where do you see traffic lights?

2. What is the job of traffic police?
3. What are the three major colours of traffic lights?
2. Blue B.

3. Yellow C. Activity 2
Look at the pictures below and match them with the following words.

4. Green D. People Pictures

1. Traffic police

5. Orange E. 2. Driver
3. Teacher
6. Purple F. 4. Student
5. Pilot
A

Activity 3
Take turns with your partner to practice the dialogue below about the
meanings of traffic light colours.

Hanna: What does the red light or color mean?

B C
Belachew: It means stop driving completely.
Ujulu: What does the green traffic light color mean?
Letekidan: It means you can go.
Mamo: What does the yellow traffic light color mean?
Jemal: It means get ready to stop.
D E
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Unit 3 The Traffic Signs Unit 3 The Traffic Signs

Activity 4
Activity 3 Look at the picture of a traffic police officer. Tell your partner what
the traffic police officer is doing. Now, read the passage again and fill
Now read the following passage and check if the answers you
the table below with the correct information.
gave in Activity 1 are correct. Discuss your answers in pairs.

Glossary
1. smart: modern, improved, good
2. complex: difficult, hard, not easy

Traffic Lights
3. triggers: initiates, help to start, cause
4. platform: means, system, venuepreviously.

Traffic lights are signs that help drivers to drive safely. They
also help people to cross roads safely. People who go on foot
are called pedestrians. People who drive cars are called
motorists.

The flow of cars such as trucks, lorries, and automobiles can

be called traffic. Before the coming of traffic lights, policemen
were controlling traffic. That is why we have traffic policemen.
In many places policemen still monitor traffic. The policemen
were using whistle to control traffic. But the use of whistle
could not stop accident.

Many years after, a scientist made the first traffic light in

1868 in Britain. That traffic light was also first used in Britain. Functions/jobs People who walk People who People who
or go on foot drive cars control traffic
Using traffic light made the flow cars easier than before. Now
They are called ............... ................... ..................
we have excellent traffic lights in small and big cities in many
countries.

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Unit 3 The Traffic Signs Unit 3 The Traffic Signs

Activity 5 Activity 7
Answer the following comprehension questions in one or two words. Your teacher will read aloud five sentences in which there are names
of colours. As you listen, write down the spelling of those names of
1. What is the passage about?
colour in your exercise book.
2. Who monitored the traffic system before the coming of traffic lights?
3. What advantage or use did the use of traffic light bring? Section Four: Vocabulary
4. Where was the first traffic light used?
Activity 1
Match the words given below with their contextual meanings.
Activity 6
A B
Take turns and retell the story of the reading passage to your partner.
1. cross a. people who walk
Use the illustrations below to help you remember the main points of
2. pedestrians b. crash
the text.
3. easier c. not difficult
4. accident d. kind of cars
5. trucks e. move from one side of the road to another
side
f. church

Activity 2
Look at the following words taken from the passage. Then, in the
sentences given, find a word with an opposite meaning to each of the
words from the passage.

Example: My sister is strong. But my brother is weak.

1. boring A. The teacher gave us answer key after we completed

2. before the examination.

3. classic B. During sunny season, it rarely rains.

4. rapid C. The earth’s movement around the sun is slow.

5. frequently D. Smart traffic lights are modern discoveries.

E. The English class is always interesting.
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Unit 3 The Traffic Signs Unit 3 The Traffic Signs

Section Five: Grammar B. Write out what you have and what you don’t have.

1. I......................... Phone.
have and have not
2. I. .........................lunch bag.
In English we use “has, have” to express what we have. We use
3. I ......................... a bicycle.
“does not have, and do not have” to express what we do not have.
4. I ......................... English textbook.
Example: 1. I have a book.
5. I ......................... mobile charger.
2. She has a laptop.
3. The students have pens. 6. I ......................... laptop.

for singular subjects we use “has”. But for plural subjects we use 7. I ......................... raincoat.
“have”. 8. I ......................... new jeans trousers.
I work in a factory in Kombolcha. 9. I ......................... two oxen.
10. I ......................... three chickens
Activity 1
Activity 2
A. Look at the pictures and study the examples below.
Look at the following pictures. Put √ in front of the item you have
1. Mesfin has an exercise book. only.
2. Martha has a red pen.
3. Derartu has a sports bag.
4. Grade three students have a good teacher.
5. My sisters have a uniform.
6. The footballers have their own ball.
1. 2. 3. 4. 5.
7. Hagos does not have a jacket.
8.
9.

6. 7. 8. 9. 10.

Martha Derartu Mesfin

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Unit 3 The Traffic Signs Unit 3 The Traffic Signs

Activity 4
a, an, the, zero
Fill out the blank spaces with the correct article: a, an, the or x (no
article)
The is definite article. a/an is indefinite articles.
1. My father is ................engineer.
The indefinite article a or an is used when we don’t specify the
2. Do you believe that ..................... love is good?
things or people we are talking about.
3. I want to meet you at .......restaurant we had our lunch yesterday.
We do not use any article (we use zero article) before the names of
4. Chaltu is ................... nice sister.
people, town, cities, lakes , single islands, planets etc. Generally we
do not use any article before general ideas, plurals and uncountable 5. I love reading ...................history book.

nouns.
Activity 5
Examples: 1. a dog 2. a pilot 3. a teacher
Use a or an before each of the following words.
4. a university 5. an Umbrella 6. an ox
1. .................. pair of jeans
I met a friend.
2. ...................train
I work in a factory in Kombolcha.
3. ..................apple tree
4. ...................oxygen pump
5. ................... bag
Activity 3
Make up ten possible correct sentences from the following substitution
table. An example has been given. Section Six: Writing

Example: Bontu has a uniform. Activity 1

Using the words given below (taken from the listening and reading
a friend.
stories above) write up five sentence of your own.
Bontu guns
Meskerem and has/have a coach Example: I had a car accident last year.
Rehima does not have/did not birthday party today
The soldiers have a wedding 1. obey
Footballers do not have a gown 2. traffic police
The nurse a uniform 3. pass
Students a training yesterday 4. signal
5. accident
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 4
Unit 3 The Traffic Signs

Activity 2 Rivers
Make up ten sentences of your own using have/has/ does not have/
do not have. Section One: Listening
Example: My mother has a cosmetics kit.
1. ....................................................................................................
Activity 1
2. .................................................................................................... Before you listen to a text about rivers, answer the following questions
3. .................................................................................................... in groups.

4. .................................................................................................... 1. Is there any river in your area/village? What is the name of the
5. .................................................................................................... river?
6. ....................................................................................................
2. What is the biggest river in Ethiopia?
7. ....................................................................................................
3. D
 o you know other big rivers in Ethiopia?
8 .....................................................................................................
9. .................................................................................................... 4. Where does the Abay river originate?

10. .................................................................................................. 5. What are the uses of rivers?

Activity 2
Do you know the meanings of the following words? Your teacher will
tell you their meanings. Write their meanings in your exercise books.

streams tributaries merges volume mountains

huge contributes generate develop

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Unit 4 Rivers Unit 4 Rivers

Activity 3 Activity 5
Now your teacher will read the text about a river. As you listen, try In groups, find the following rivers on the map.
and complete the following sentences Then, compare your answers
with those of your group members. Names of rivers:

1. The name of the river: .................................................................. 1. Abay

2.The river flows down to..................................................................

2. Baro
3. The tributaries come from:...................................and ...................

4.The two rivers meet in.................................................................... 3. Genale

5.The dam is found in .......................................................................

4. Tekeze
6.The Abay River ends in...................................................................

7.The electric power it produces is..................................................... 5. Webe shebele

6. Awash

Activity 4

After you have listened to the text, answer the following questions. Your
teacher will read aloud the text again. Work in groups. Then, report your
answers to the class.

1. Where do the Blue Nile and the White Nile Rivers meet?
Activity 6
In groups, answer the following questions by looking at the above
2. How many megawatts of electric power does the Grand Ethiopian
map. Report your answers to the class.
Renaissance Dam generate?
3. Ethiopia is not constructing a dam now. True/False 1. Can you list some more rivers in Ethiopia?

4. Ethiopia contributes only 15 % of the volume of the Abay River. True/ 2. Where are these rivers found?

False 3. Is there any river or stream in your area which is indicated in the

5. The Abay River originates in Illuababora. True /False map?

6. What are the main points of the listening text? Discuss in groups. 4. How are these rivers or streams useful to the people in your area?

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Unit 4 Rivers Unit 4 Rivers

Section Two: Speaking Section Three: Reading

Dialogue Activity 1

Activity 1 Before you read the passage, answer the following questions in groups.
Then, report your answers to the class.
Practice asking and answering the following questions. Play the roles,
turn by turn. 1. Do you know anything about the Awash River?
2. Where does the Awash River start flowing?

1. Tewodros: What are the uses of a river? 3. Where does it flow to?

Negassa:...................................................................... 4. Is the river big or small?

2. Hellen: What river or stream is found in your area? 5. What uses does the river have?

Hadas:.........................................................................
Activity 2
3. Getachew: Where does the Abay River flow to?
As you read the following passage, complete the table below.
Dechasa:......................................................................
4. Mohamed: What other rivers do you know? Name of river
Hana: ......................................................................... Originates in
5. Getachew: Where is the Grand Renaissance Dam found? Uses are
Gadissa: .................................................................... Ends in

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Unit 4 Rivers Unit 4 Rivers

Activity 4

The Awash River In groups, complete the following table about Ethiopian rivers. You
may ask other people or your Geography teachers for the answers.

Name of a river Origin Uses Where it ends

The Awash River originates from the central high lands of West
Shewa Zone in Oromia Region. It flows through East Shewa Zone. 1. Abay

It then goes to the Afar Region. Finally, it flows down to the Danakil 2. Baro

Depression. It sinks in the sands in this area. 3. Tekeze

Section Four: Vocabulary

Activity 1
The following words in column A are taken from the listening and
reading passages in this unit. Match them with their meanings in
column B.

This river is used for irrigation. It is used to grow banana, orange, sugar
A B
cane, etc. It is also used for drinking. The Koka Dam is constructed 1. begins A. generate
from this river. This dam was constructed during the Haile Silassie
2. build B. goes deep into the soil
regime. It generates about 400 megawatt electric power.
3. produce C. middle
4. sinks D. dry
5. desert E. starts
Activity 3
6. central F. construct
After you have read the passage, answer the following questions.
7. ends G. stops flowing
Then tell your answers to the class.
1. Where does the Awash River originate?
2. Where does it end?
3. In what ways is the river useful to the people nearby?
4. When was the Koka Dam constructed?
5. How many Megawatt electric power does it generate?
6. Can you write down some other points discussed in the passage?

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Activity 2 Activity 4
Complete the following sentences by the words given in the box. Study the meanings of the following words as they are used in the
Work individually. Then, compare your answers with those of your passage and construct your own sentences using the words.
neighbour.
1. river 3. water
stream constructing 3. flows 4. small
generate
originates produces Section Five: Grammar

1. The Abay River ........................ in the mountains. THE PRESENT CONTINUOUS TENSE

2. Rivers are used to ........................ electricity.

3. A small ........................ flows by the side of our village. I am

4. Ethiopia is ........................ a new dam. We are reading a newspaper.

5. A dam ............................. hydroelectric power. They are
He/ She is
Activity 3
Complete the following sentences by the words given below. Work in
pairs or groups. Then show your answers to another group.

stream mountain huge Present Continuous Tense

tributaries generates merge
The Present Continuous Tense is formed with
be verb (am/is/are)+ V+ing
1. There is a small .................... in our village. We get drinking water
from it.
The present continuous tense shows that an action is taking place
2. ..................... are small rivers that join to make a big river. now or at the time of speaking. When a speaker says "The students
3. Hydroelectric power ........................ electricity. are learning English" that means the action of learning English is
4. Abay is a ........................ river. It is also the longest river in the happening at the time of speaking.
world.

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Activity 1 Activity 2
Individually, complete the following sentences by looking at the Write sentences about what students in your class are doing. Then
pictures given below. Then, in pairs, compare your answers. tell your sentences to your teacher.

....................................................................................................................
....................................................................................................................
....................................................................................................................
....................................................................................................................

Activity 3
Match the following action words with the pictures.

Words

1. cut 2. burn 3. climb 4. wash

Action

A B

1. The students .................... playing football.

2. My mother .................... cooking food.
3. My brothers .................... reading newspapers.
4. The gardener...................planting seedlings.
5. My sister ....................doing her homework now.
6. Martha ....................teaching English. C D

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Activity 4 Activity 5
Match the following sentences with the activities presented in pictures. Write complete sentences on each of the following activities. Then,
Work in pairs or groups. read out your sentences to the class.

1 2
1. Fatuma is combing her hair.

2. Wakjira is reading a book.

3. Tadesse is washing his hands.

4. Haimanot is cleaning the house.

A
5. Aster is cooking food.

6. Chaltu is playing tennis.

7. Hagos is riding a bicycle.

8. Gadissa is planting seedlings.

B 4
3

Quantifiers

Quantifiers are words that show the quantity or amount of nouns.

There are countable and uncountable nouns. So quantifiers show
C D E the quantity or amount of something.
Examples: little milk(uncountable)
few students(countable noun)
many books(countable noun)
Study the following sentences:
There is little milk in the bottle.
There is some sugar in the glass.
F G H

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Activity 6 Pen meat…….........a kilo of meat

Complete the sentences below by the following quantifiers. First work Exercise book sand……..........a sack of sand
individually. Later, compare your answers with your classmate’s Student gas……...........10 cubic meters of gas
answers. Computer paper……….….a ream of paper
Few many some a lot of little Your teacher writes sentences using the quantities you give him. Then,
write your sentences.
1. There are ......................... students in class.
2. There is ......................... milk in the bottle. Activity 8
3. The woman has ......................... money. Individually, complete the following sentences by the quantifiers
4. There are ......................... books in the library. given below. Then show your answers to your teacher.

5. ......................... people are talking about the war. a lot of many some much few any

Countable and Uncountable Nouns 1. There is ........................... bread in the basket.

Countable nouns are nouns that can be counted. Uncountable nouns 2. Can you lend me ........................... money, please?
are nouns that can not be counted. 3. There is not ........................... milk in the bottle.
Examples: man……………countable noun 4. There are ........................... people in the market
Table……….…countable noun
5. The students in class are very ............................ .
Sugar……….…uncountable noun
Water………...uncountable noun
Section Six: Writing
To measure the uncountable nouns we use measurements like kilogram
or litre.
Activity 1
Examples: Three kilo grams of sugar Ten litres of oil
In pairs or groups, write five sentences about the uses of water. Use
the given notes. Then read out your sentences to the class. Finally
Activity 7
write the correct sentences in your notebook.
What objects do you see in class? Report what you see in class to the for cleaning our houses
teacher. The teacher lists down the objects on the blackboard.
The Uses of Water: for washing our bodies
Countable nouns Uncountable nouns ….. measurement for drinking
Chair water……........A liter of water for washing clothes

Desk milk……...........A glass of milk for growing crops

Duster oil…….........….A liter of oil Example: Water is used for cleaning our houses.

Book teff………........100 kilograms of teff

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 5
Unit 5 Cash Crops Unit 5 Cash Crops

Cash Crops Activity 3

Now, you will listen to a story about coffee plant. As you listen, match
the words and ideas on the right with those on the left.
Section One: Listening
Column A Column B

Activity 1 1. Ethiopia A. Brazil

2. Yemen B. Popular drink and one of the major
You are going to listen to a passage. Before you listen, look at the
export commodities.
following pictures of plants. Work in pairs and tell each other the
3. More production of coffee beans C. One of the coffee dependent
names of the plant in the picture. Tell your answers to the class.
countries
4. Country that is a leading D. Coffee drunk in earliest times.
producer and exporter of coffee
5. USA E. The origin of coffee
6. Coffee F. Developing countries
7. The leading coffee producing G. Latin America
continent

Activity 4
Listen to the story again. Then, match the words with their most
appropriate meanings given under column B.

Activity 2
A B
With a partner, take turns and ask and answer the following questions
about your likes and dislikes. Give your answers using “Yes, I do.” 1. Leading a. relying heavily on
or “No, I don’t.” 2. Beans b. was found
1. Do you like tea? ....................................................................... 3. Dependent c. globe

2. Do you like coffee? .................................................................... 4. Originated d. the most outstanding

5. Earth e. seed/plants
3. Do you like coffee more than tea? ..............................................
4. Do you make coffee at home? .....................................................
5. Do you make tea at home? .........................................................

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Activity 5 Section Two: Speaking

Match the pictures below with the appropriate words.
Activity 1
a. plants b. seed/beans c. Earth d. globe
Look at the picture below. In pairs, tell each other what you see in the
picture. What is happening? Who is making coffee? Who is drinking
coffee? What different objects do you see in the picture?

1 2

3 4

Activity 2
Look at the dialogue between Muna and Tulu. With a partner, take
turns and practice the dialogue. Then together with your partner
Activity 6 prepare your own dialogue based on the model dialogue. Your topic
Now you will listen to the story for the third time. Say whether the can be either “coffee” or “milk”.
statements are true or false based on the story that you have listened
to. Model dialogue

Muna: Hi, Tulu. How are you?

1.Coffee is both a popular drink and a major export commodity.
Tulu: I’m fine, Muna. By the way, I
2. Brazil exports two types of commodities.
was looking for someone who
3. Only the USA is a coffee dependent country.
can tell me about coffee.
4. Developed countries produce more coffee than developing ones. Can you help?
5. Coffee was first cultivated in Yemen. Muna: Sure. After all, who doesn’t

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Unit 5 Cash Crops Unit 5 Cash Crops

want to know about coffee? Activity 4

Tulu: No one. Except maybe the people who prefer tea. Match the actions given below with the pictures that describe the
actions.
Muna: That’s true. Tea is good too, but I prefer coffee to tea.
Tulu: I also prefer coffee. How many cups of coffee do you drink a
day, Muna? Actions Pictures

Muna: I…usually drink between 1 and 2. Two is probably too much

1. Drinking juice
but some days I just need to get a lot of stuff done. So, that’s
2. Watching film
when I drink a lot of coffee. How about you?
Tulu: Two is probably reasonable. Um, lately I don’t even finish one 3. Drinking coffee

cup. I used to drink many cups before.

Now, write your dialogue (student A and student B) in your exercise A

books.

Activity 3
Talk about your likes and dislikes using the phrases and examples
given below.

• Like
• Do not like (don’t like)
• Prefer...to
Now using the expressions above tell your partner if you like or do not
like the following activities. Take turns to do the activity.

Examples: 1. I like coffee.

2. I don’t like milk.
3. I prefer coffee to tea.
Activities:
• Watching film
• Drinking juice
B C
• Drinking coffee
• Telling lies
• Being absent from school
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Unit 5 Cash Crops Unit 5 Cash Crops

Activity 5 Activity 6
Take turns with your partner to practice the following phone Study the following story about the Ethiopian coffee ceremony. Then,
conversation between Bezabih and Sebele on likes and dislikes. describe the ceremony to your classmates. You may outline your
speech using the notes given.

Ethiopian Coffee
Ceremony

Bezabih: Hello! Good evening Sebele!?

Sebele: Good evening Bezabih!

Bezabih:Tomorrow is Sunday, Sebele. I was wondering if I could invite

you to a new film at Alem Cinema. Do you like to join me? The coffee is made first by roasting the coffee beans over an open
oven in a pan. This is followed by the grinding of the beans. This is
Sebele: I am afraid, I can’t!
done traditionally in wooden mortar and pestle. The powder offee
Bezabih: Why Sebele? is then put into a clay coffee pot. The pot contains boiled water.
Sebele: Tomorrow I have to go to a hospital to visit a sick relative of It will be left to boil for a few minutes. Then the pot is removed
mine. from the oven and kept for couple of minutes to settle. Then the
Bezabih: Oh, Sorry! It does not matter! We can make it another time. coffee is poured into cups and served. The coffee is boiled three
times: the first round of coffee is called “አቦል abol,” in Amharic, the
Sebele: Yes, of course! We can make it another time.
second “tona ቶና)” and the third “baraka በረካ)”.
Bezabih: Have a good evening!
Roasted corn (“Kolo” in Amharic) is usually served to the invited
Sebele: The same to you! See you on Monday. guests along with the coffee during the ceremony. The coffee
ceremony may also include burning of various traditional incense.
Bezabih: Bye!

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Unit 5 Cash Crops Unit 5 Cash Crops

Note Section Three: Reading

Now, I would like to tell you about ....................................................
Activity 1
....................... in Ethiopia. The ceremony usually has two phases: the
boiling phase and the serving phase. First, the coffee beans ................ Before you read the passage, talk about the following questions in
........................................................................................................ groups of three.
................................ The serving phase is a phase where ...................
1. What are cash crops?
........................................................................................................
2. Name three of the cash crops you know.
......................................................................Thank you!
3. Is coffee a cash crop? Why?

Activity 7 Activity 2
Complete the following table by describing the three rounds of serving A. D
 o you know the meanings of the following phrases? If you do not
traditional coffee in Amharic and in your own language, if not Amharic. know your teacher will explain them to you.

Cash (major) crops subsistence (minor) crops

Amharic Your mother
tongue
B. The following pictures show both major and minor crops in Ethiopia.
First round of coffee
Second round of coffee
Third round of coffee

Activity 8
1 3
Look at the illustration of a boiling pot or “Jebena” below used for
making coffee. Then describe the “Jebena” to your classmates. Key
words are defined below to help you understand the description below.

Glossary
1. Lid: cover
2
2. H
 andle: a part or a structure with
which we hold something. 5
4
3. T
 he pot (Jebena in Amharic) is usually
made of pottery. It has a spherical base,
a neck and a pouring spout. It has also a
handle which connects the neck with the
base. The Jebena also has a straw lid.

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Unit 5 Cash Crops Unit 5 Cash Crops

Activity 3
Now as you read the following passage about cash crops, fill in the
correct missing information in the table below.

Cash Crops
Cash crops Subsistence crops Examples of
are used for are used for cash crops

Farmers grow crops for two purposes. The crops they

grow for profit or selling are called cash crops or market
crops. But the crops they produce to feed their own family
are called subsistence crops. Examples of common cash
crops in Ethiopia are coffee, pulses, cotton, flowers, corn, Activity 4
and oilseeds. Read the passage again and decide if the following sentences are
“True” or “False” according to information in the passage.
Cash crops are usually bought by people who do not have
their own farm. Different countries have different needs 1. A cash crop is a profit crop.
for cash crops. Rich countries buy cash crops from poor 2. Prices for cash crops change from time to time
countries. The prices of cash crops differ from time to 3. Poor countries buy cash crops from rich countries.
time. When there are more cash crops, price decrease.
4. Prices increase as the production of cash crops decrease.

5. People who do not have their own farm buy cash crops.

6. Subsistence crops are usually produced for the producer’s family.

7. Cotton and pulses are some examples of cash crops.

8. Cash crops are grown for sell.

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Activity 5 Section Five: Grammar

Based on the information in the passage above, answer the following
PLURAL FORMATION
comprehension questions in short phrases. Write down your answers
in your exercise book. Activity 1
1. What are cash crops? Look at the illustrations and the examples below. Which nouns are
singular and which are plural. Put a “√” mark in the table.
2. What do we get when we sell cash crops?
3. Why do you think that poor countries sell cash crops to rich
countries?
4. Do you know in your area farmers who produce cash crops?
5. What is the difference between subsistence crops and market
crops? 1 2 3

Section Four: Vocabulary

Activity 1
Match the words given below with their contextual meanings, as they
are used in the passage above. See the words in bold in the reading
text.

A B
1. profit a. often 4 5 6

2. usually b. income
3. subsistence c. decline Nouns Singular Plural
4. needs d. for eating purpose 1 Boy
5. rich e. always 2 Tree

6. decrease f. weak 3 Potatoes

g. demand 4 Men
5 Girls
h. wealthy
6 Women

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Unit 5 Cash Crops Unit 5 Cash Crops

Activity 2 Section Six: Writing

Match the plural nouns on the right with the pictures on the left.
WRITING CORRECT SENTENCES
1. teeth Picture .......
2. sheep Picture ....... Activity 1
3. oxen Picture ....... Using the words given below (taken from the listening and reading
4. birds Picture ....... passages above) write up five sentence of your own.

5. donkeys Picture ....... 1. profit

6. cows Picture ....... 2. sell
3. coffee
4. vital
A B C
5. ceremony

Activity 2
Write ten sentences of your own using singular and plural nouns given
below and the right verbs with them.

Lion... lions teeth...tooth cash crop... cash crops

1. ...................................................................................................
2. ...................................................................................................
3. ...................................................................................................
4. ...................................................................................................
5. ...................................................................................................
6. ...................................................................................................
D E F
Activity 3
Activity 3
Write five sentences of your own about one of the cash crops
Change the above plural nouns into singular.

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 6
Unit 6 Cutting Trees Unit 6 Cutting Trees

Cutting Trees
Activity 2
As you listen, write down the effects of cutting down trees. The effects
Section One: Listening of cutting down trees are:

1.............................................
Activity 1 2.............................................
The teacher will read aloud a listening text to you. Before you listen, 3.............................................
answer the following questions. Work in groups.
4..............................................

Activity 3

Answer the following questions in pairs or groups. Why do people cut

trees? Give the reasons below.

People cut trees because they want to get:

1......................................................................
2......................................................................
3......................................................................
4......................................................................
Using your answers above, write four complete sentences.
1.....................................................................

1. Do people cut trees in your area? 2......................................................................

2. Why do people cut trees in your areas? 3......................................................................

3. What happens when trees are cut? 4......................................................................

4. The teacher will explain the meanings of the following words to you:
Cut effect burn shelter

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Unit 6 Cutting Trees Unit 6 Cutting Trees

Section Two: Speaking Section Three: Reading

Activity 1 Activity 1
What other uses of trees do you know? By asking people in your village, Before you read the text below, answer the following questions in
collect some information about the uses of trees. Tell the class next groups. Then report your answers to the class.
period.
1. What are the effects of cutting trees? List down the effects.

Activity 2 2. Why do people cut trees? Give the reasons.

Practice reading aloud the following dialogue in groups. 3. What effects have you seen in your area?
4. What is Green Campaign?
Cherinet: Hi, Mohamed. Let me introduce you to my friend.
This is Wakjira.
Mohamed: Hi, Wakjira, nice to meet you.
Activity 2
Wakjira: Nice to meet you, too.
Read the passage next page. and answer the questions given below.
Mohamed: See you some other time. First read the text individually. Then answer the questions in groups.
Wakjira: Hope to see you too. Bye.

Activity 3 Activity 3
Practice introducing someone to a friend. As you read the text, write the effects of cutting trees.

Saying “Bye” 1....................................................................

2.....................................................................
Activity 4
3.....................................................................
In pairs, practice saying “bye” to someone. The teacher will show
you how to say out the following dialogues. 4.....................................................................

Shibiru: Hey, guys. It’s time. Let’s go to class.

Amensisa: Ok. Let’s go.
Teklay: Bye. See you tomorrow.

Shibiru: Bye.

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Unit 6 Cutting Trees Unit 6 Cutting Trees

Section Four: Vocabulary

Activity 1
Guess the meanings of the following words as they are used in the
passage. Then, match them with the meanings given.

Cutting Trees
Word Meanings
1. bad a. good looking
2. results b. not good

Cutting trees has many bad effects. Cutting trees results 3. migrate c. move to another place to live

in change of climate. The soil will be washed away. The 4. attractive d. effects
area will be dry. It then becomes hot. There will not be 5. famine e. shortage of food
rain. So, there will be shortage of water. The land becomes
barren. It does not grow crops. Also, wild animals cannot Activity 2
live in this area. So there will be hunger. People will also
Individually, complete the following sentences using the words given
migrate to other places. Finally, the area will not be below. Then compare your answers with the answers of your neighbour.
attractive. So tourists will not come to that area.
washes hot attractive
survival desert dry results

1. Hellen is an ........................ girl.

2. Low lands are ........................ places.
3. In a ........................, there is not any kind of life.
4. We cannot grow crops in ........................ months.
5. The rain ........................ the soil away.
6. Shortage of rain ........................ in dry areas.
9. The........................ of man depends on the safety of our planet-Earth.

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Unit 6 Cutting Trees Unit 6 Cutting Trees

Activity 3 Section Six: Writing

The following words are taken from the reading passage. Use these
words to complete the following sentences. Activity 1
Write five sentences on the uses of water. Use the information in the
climate hot place tourists land following table. Afterwards, show your sentences to your teacher.

1. The ........................... in high-land areas is cold.

a. for drinking
2. ........................... come to Ethiopia to visit historical places.
b. for washing clothes
3. Today, the weather is very ............................
Uses of water c. for cooking food.
4. In our village, the high ........................... is covered with trees.
d. for growing crops.
5. I don’t know this ............................
e. for swimming
Section Five: Grammar f. for transportation

COMPARISON AND CONTRAST

Activity 2
Activity 1
Using the notes given below, write sentences.
Study the following comparisons. The teacher will explain the
comparison to you. The Uses of Forests: to protect soil erosion

The reasons of cutting trees: for getting fire wood to have good rainfall

for getting land to get firewood

for making chairs and desks to prepare medicines

The disadvantages of cutting trees: Change of climate to make furniture like chairs and tables

soil erosion they are homes for wild animals

no shelter for wild animals

the area will be dry By connecting the above notes, write your sentences in a paragraph.

Study the following sentences that are based on the above comparison .........................................................................................................
and write three sentences about them. .........................................................................................................
• cutting trees results in more land .........................................................................................................
• cutting trees results in drier places ........................................................................................................
• cutting trees results in hotter places.
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 Unit 7 The National Flag

7 The National Flag

Activity 2
Take turns with a partner to practice the “Where are you from?”
game. See the example given.

Example: John: Where are you from?

Section One: Listening
Dereje: I am from Ethiopia.

Activity 1
Before you listen to a story about Ethiopian national flag, look at
the national flags of different countries listed below, and answer the
following questions.

1. Which part of Africa are the countries mentioned from?

2. Which countries have flags with green, yellow, and red colours?
3. What are the colour of the Rwandan flag?
4. What do we find at the center of the Somali national flag?
5. Do you see at any similarity between the Djibouti's and the Somali’s
flag?
6. How many countries have a star mark or symbol on their flags? Activity 3
Look at the following Ethiopian national flag and describe it to your
partner. Use the frame next page to help you describe the flag. Ask
your parents or refer to a book in the library about the meanings of
the three colours of the national flag.

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Unit 7 The National Flag Unit 7 The National Flag

Activity 6
DESCRIPTION FRAME/ MODEL The following words are taken from the listening story above. Complete
the blank spaces in the sentences with the most appropriate word
The national flag of the Federal Democratic Republic of Ethiopia
from the list.
has got.........................colours. These are .........................,
........................., and .......................... The green colour shows ...
............................................... while the yellow colour shows ....... 1. tri-colour 2. recognizable 3. designed
..................................... The red colour shows .. .......................... 4. represents 5. fertility 6. equated 7. unity
....................... The star at the center of the flag shows ................
.................................................................................................... 1. The emblem is ...................... to show the unity of all people of
Ethiopia
2. The national flag of Ethiopia is of .......................
Activity 4
3. The blue color in the emblem ...................... peace and security.
What colours does the regional state (where you live) flag have?
Explain to your partner the meanings of each colour. If you do not 4. For national stable development the ...................... of all people of
know ask anyone or refer to books and other sources and find out the Ethiopia is important.
correct information. 5. High population growth can be ...................... with poverty.

Activity 5
Now, you will listen to a story about the national flag of Ethiopia. Activity 7
As you listen, match the words in column A with the definitions and Now you will listen to the story again. Say whether the following
descriptions given in column B. statements are true or false according to the story.

A B 1. A blue colour makes the pentagram of the Emblem.

1. Green A.the first official national flag was adopted. 2. The green colour in the flag shows the diversity of Ethiopia.
2. Tri-colour B. shows the unity of nations, nationalities and people 3. The star represents unity of all people.
of Ethiopia
4. The 1897 and the 2021 national flags of Ethiopia are the same.
3. The star C. the shape of the emblem.
5. Sacrifice indicates patriotism of the Ethiopian people.
4. The rays from D. represents sacrifice for freedom and equality
the star
5. Red E. number of colours in Ethiopian national flag.
6. Pentagram F. symbolizes labor, development, and fertility.
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Unit 7 The National Flag Unit 7 The National Flag

Section Two: Speaking Activity 2

Describe orally to your partner the purposes of a national flag using
Activity 1 the notes given in the box below.
Study the following dialogue about the Ethiopian national flag. As you
look at the picture, practice the dialogue between Beshir and Medina
about the flag. Take turns with a partner PURPOSE OF A NATIONAL FLAG

Model Dialogue A national flag of a country:

Beshir: Hey Medina, may I ask you • is one of the common official national symbols.
some questions about the Ethiopian • represents and symbolizes a given nation/country.
national flag? • is flown by the government of that nation and by its
Medina: Yes, of course! people

Beshir: Great! Then, how many colours • is the most liked symbol.

make up the flag? • is the nation’s emblem for freedom.

• shows patriotism, love of country and sense of nationhood.
Medina: That is very simple! Just three
colours!
Beshir: Can you list down the names
of the colors as they appear from top
SPEECH FRAME
to down?
Dear my classmates,
Medina, Yes: green, yellow, and red.
Now, I am going to tell you some of the purposes of the Ethiopian
Beshir: That is absolutely true! What does the green colour symbolize or
national flag.
show then?
First, the flag can be taken as one of the ..............................
Medina: Development, labor and fertility,
................................ Second, the flag ..................................
Beshir: What about the yellow colour?
. the entire country and people. Third, the flag is ...................
Medina: Hope, justice and equality!
.............................. by us all citizens of Ethiopia. Fourth, it is
Beshir: Last, and the red colour? also an emblem of .................................... Therefore our flag
Medina: Patriotism, sacrifice for freedom and equality. is the most cherished ............................................... for our
Beshir: Thanks! That is great, Medina! country.

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Unit 7 The National Flag Unit 7 The National Flag

Section Three: Reading Activity 2

Read the following story about the Ethiopian national flag and fill in
Activity 1 the table with the missing information.
Before you read the passage below, answers the following questions.
Look also at the pictures given below. Write down your answers in Time Activity /the kind of Action done by
your exercise book. flag introduced
October ............................................... .........................
1. Have you seen the Ethiopian national flag?
6, 1897
2. Where did you first see the Ethiopian national flag?
In 1987 ............................................... The revolutionary
3. Do you have the Ethiopian national flag at home? Why?
government
4. Do you take part in a flag ceremony (flag raising, lowering or flag ................ a central blue disk with a
saluting) at your school? When is it? yellow outlined and rayed
............................
 star was introduced

The Ethiopian National Flag

The first official flag of Ethiopia was established by Emperor
Menilek II on October 6, 1897. The flag bore on the yellow
stripe the first letter of the name of the emperor in Amharic
script. The Marxist Government of the Peoples’ Democratic
Republic of Ethiopia added a Marxist symbol, which is a red star
at the top, in 1987. The EPRDF government which overthrew
the Marxist regime in 1991 flew a simple green-yellow-red
tricolor flag. Finally, the new constitution for the Federal
Democratic Republic of Ethiopia, adopted on February 6, 1996,
added a central blue disk a symbol of a yellow coloured star.

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Unit 7 The National Flag Unit 7 The National Flag

Activity 3 Section Four: Vocabulary

Read the passage again and decide if the following sentences are
“True” or “False” according to the information in the passage.
Activity 1
Match the words given below with their contextual meanings.
1. A red star at the top was introduced to the then existing flag of
Ethiopia by the Marxist government. A B

2. The emperor’s flag bore on the yellow stripe the first letter of his 1. established a. in the middle
name in Amharic script. 2. bore b. marks

3. The central blue disk with a symbol of a yellow coloured star was 3. symbols c. issued

introduced to the the tricolour national flag of by the Federal 4. central d. carried
Democratic Republic of Ethiopia. 5. overthrew f. removed

4. The February 6, 1996 constitution was the constitution of the Peoples’ 6. adopted g. Introduced

Democratic Republic of Ethiopia.

Section Five: Grammar

Activity 4 THE USE OF THE SIMPLE PRESENT TENSE

Now answer the following comprehension questions based on the

information in the passage you have read. Write down your answers Activity 1
in your exercise book. Study the following table carefully. Write out as many sentences as
you can from the chart and show it to your teacher.
1. Why do you think some of the features of the Ethiopian national
flag have change through time?
Examples:
I eat
2. Do we still have a red star in the Ethiopian national flag today?
I eat banana.
We eat
3. Has the base three colours of the national flag changed through
You eat She eats orange.
time? Or, their order of appearance?
She eats
4. Can you list events, holidays or ceremonies when and where the
He eats
Ethiopian national flag is flown?
They eat
It eats

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Unit 7 The National Flag Unit 7 The National Flag

TELLING TIME USING PRESENT TENSE

Activity 4
Activity 2 Look at Alfred’s daily routine in the chart below. Answer activities
Tell the time from the following clock chart using simple present
1, 2 & 3 given in the chart. Write down your answer in your exercise
tense. Work in pairs and take turns to ask the following question and
book. Then, describe your daily activities using simple present tense
answer about time.
and following Alfred as an example.
“What is the time now? Or, what time is it now?”

Use the substitution table below and write four sentences which show
general truths.
ALFRED’S DAILY ROUTINE
Alfred is an American boy. He lives in Los Angeles, California. He lives with his
Examples: A: What is the time now? B: It is now 12 O’clock. family in a modern house. He is eleven years old and he has got an older brother,
(What time is it now?) (the time now is 12 O’clock!) David, and a younger sister, Emma. He starts his day at about half past seven. He
gets up, goes to the bathroom, takes a shower, brushes his teeth and gets dressed.
Then he has breakfast and at a quarter to eight he leaves home and catches the bus
to school.
Classes begin at half past eight. He usually has lunch at the school canteen at half
past twelve. After school, at a quarter past five, he goes home. There he does his
school homework and when he finishes it he helps his mother setting the table. At
half past seven the family eats dinner together.

Alfred is a very helpful boy, so he helps his mother cleaning up everything after
dinner. He usually watches TV for a while after dinner and at about ten o’clock
he brushes his teeth again, puts on his Spider Man pajamas and goes to bed. His
parents always kiss him good night before he gets asleep. Alfred is a very happy
boy!

Activity 3 A. True or False B. Match

Use the substitution table. Write five sentences showing general truth 1. Alfred is an American boy. 1.modern a. enters
using simple present tense in your exercise book. 2. He lives in a modern flat. 2. older b. alone
3. He is eleven years old. 3. starts c. end
Subjects verbs Objects/actions 4. leaves
4. He has got two brothers. d. old
The sun set at 100 degree centigrade 5. begin e. fashioned
5. Alfred wakes up at eight o’clock.
The boxer lift weights 6. He walks to school. 6. together f. f. unhappy
7. helpful g. younger
Senegalese boil in the west 7. His classes begin at half past eight.
8. happy h. finishes
8. A
 lfred and his family have dinner at half
Water speak French i. unhelpful
past seven.

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Unit 7 The National Flag Unit 7 The National Flag

C. Answer. Section Six: Writing

1. Where does Alfred live?
WRITING CORRECT SENTENCES
2. What’s his sister’s name?
3. What time does he wake up? Activity 1
4. Does he have breakfast at home? Using the words given below (taken from the listening and reading
5. What time does he leave home? stories), write up five sentence of your own about the meanings of the
6. Where does he have lunch? colours of the Ethiopian National Flag.

7. When does he return home? 1. symbol

8. Does he make homework at school or at home? 2. tri-colour
9. Is he a helpful boy? 3. unity
10. What about you? What’s your daily routine like? 4. development
5. emblem
Activity 4
Write four simple present tense sentences using the verbs below about
the meanings of the colours of the Ethiopian flag.
Activity 2
1. Signal Copy the table below into your exercise book. Write one major activity
2. Show that you do regularly on each day of the week. Use simple present
3. Indicate tense. Use an appropriate verb in each sentence.
3. Represent Example: I go to church on Sunday.

Simple Present Tense Days of the week Activity

Monday
The simple present tense is used to describe habits, unchanging
Tuesday
situations, general truth, and fixed arrangements.
Wednesday
Form:
Thursday
+ Subject+Verb(s/es)+Object
Friday
- Subject+don’t/doesn’t + Verb(base form)+Object
Saturday
? Do/does+ Subject+verb (base form) +Object? Sunday

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 8
Unit 8 Clean Surrounding

Clean Surrounding
Activity 3
After you have listened to the text for the second time, answer the
Section One: Listening
following questions. First, work individually. Then, compare your
Activity 1 answers with your neighbour’s.
Before you listen to the text, work in groups to answer the following 1. How often do you clean your house?
questions. Then, tell your answers to the class.
2. What will happen to us if we do not clean our environment?
1. What is the use of cleaning your surrounding?
3. How do we clean our surroundings?
2. What will happen if you do not clean your environment?
3. Do you know any place in your area which is not clean?
Section Two: Speaking “Wh” Questions
4. Can you pronounce the following words?
clean house animals surrounding Activity 1
A. Read aloud the following dialogue turn by turn with your classmate.

Senait: What animals are there in your area?

Betru: There are cows, sheep, goats, and horses. How about in your
area?
Senait: At home, we have only a dog and a cat.

Activity 2
As you listen to the text, say whether the following sentences are
True or False.
1. Cleaning our environment is not useful.
2. Common cold is caused by unclean environment.
3. Dirty places are attractive.
B. In the same way, in pairs, ask each other about what animals are
4. Tourists do not like clean places.
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Unit 8 Clean Surrounding Unit 8 Clean Surrounding

found in your areas.

Activity 2 Activity 4
Name the following animals. Your teacher will show you other pictures. What are the health benefits of having a clean environment? Discuss
in groups and tell the benefits to the class.

Activity 5
1 2 3 Is your school clean? Why?/ Why not? Discuss in groups.

Section Three: Reading

Activity 3
What animals live in your area? In groups, write down the names of Activity 1
these animals. Ask people or find their names in a dictionary. Before you read the story, answer the following questions in groups:

1. What is a fairy story? Do you know any fairy story?

2. What is the purpose in telling such stories to students?
3. What do you learn from such stories?

1 2
4. Do you know tortoise and rabbit? What do you know about them?

Activity 2
By reading the story again, answer the following questions.

3 1. Which animal can run faster?

2. Why did the rabbit sleep?
3. Who won the race?
4. What happened to the rabbit?
4 5
5. What do you learn from this story?

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Unit 8 Clean Surrounding Unit 8 Clean Surrounding

Activity 3
Can you describe a rabbit and tortoise? Work in pairs to describe
these animals.

The Running Race

1. What are they like?
2. What do they eat?
3. Where do they live?
4. Are they small or big?
Once up on a time a rabbit and tortoise held a running race. The
5. Do they attack people?
referee was a fox. The running began. The rabbit started running
far ahead of the tortoise. But the tortoise was far behind her. 6. How do they protect themselves?
7. Which animal can better protect itself from enemy?

Section Four: Vocabulary

Activity 1
The teacher will say the following words aloud to the class. Repeat
after the teacher.
However, thinking that it cannot reach her, the rabbit wanted to
take rest for some time. She gets very much relaxed. Unfortunately, race referee reach
the rabbit soon fell in deep sleep. The tortoise arrived. It then left rest relaxed woke up
the rabbit behind and ran fast and arrived at the finishing line. trophy arrived receiving

Later, the rabbit woke up. But she could not see the tortoise
around. Finally, it saw the tortoise receiving the trophy from the Activity 2
fox. The rabbit became angry but could not do anything. List down other new words you find in the reading passage. Your
teacher will tell you the meanings of these words. Copy their meanings
in your notebook.

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Unit 8 Clean Surrounding Unit 8 Clean Surrounding

Activity 3 Section Five: Grammar

By using the words given below, complete the following sentences.
Activity 1
reach race woke up arrived
Reorder the following words that will give you complete sentences.
received deep relaxed Work individually. Then compare your answers with your neighbour’s.
1. The running ........................... was so delightful. 1. coming/teacher/our/English/is/
2. The woman can ........................... the top of the mountain. 2. is/riding/a/bicycle/Merima/
3. By going out for one hour, we have ........................... ourselves. 3. Dawit/guitar/playing/the /is/
4. Today, my mother ........................... early in the morning to 4. students/homework/the/doing/their/are/
prepare breakfast.
5. going//to/the/school/girls/and/boys/are/
5. After twenty minute walk, we ........................... at our school.
6. your/keep/clean/always/environment/
6. Derartu Tullu has ........................... many trophies for winning
7. like/clean/tourists/areas/
the ten thousand meter running race.
7. When I knocked at the door, my sister could not open the door for
me. She was in ........................... sleep.
Section Six: Writing

Activity 4 Activity 1
Reorder the following letters to make words. Write three sentences on how you clean your environment. Use the
following words. First study their meanings.
1. enucl ............................
Pick up dirt plant flowers
2. udsetr ..........................
use dirt bin (basket) grow grass
3. robad ...........................
plant trees
4. ytdri ............................
5. ereng ........................... Follow the example and write your sentences in your exercise book.

6. edks ........................... 1. I plant flowers.

7. eabtl ........................... 2 ........................................................................................

8. owinwd ........................ 3 ........................................................................................

9. npe ............................. 4 ........................................................................................

10. oKbo ..........................

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 9
Unit 9 Respecting Each Other

B
Respecting Each Other

Section One: Listening In the classroom, we all need

to respect each other!
Activity 1
Before you listen to a story about respecting each other, discuss the
following questions.
1. Look at the two posters below. What do you learn from the poster
B?
2. Complete the poster o and read out what you wrote to your partner.
3. What is respect?
4. Is it good to respect other’s religion?
5. Is it good to respect your friend’s interest?
6. What do you feel if other students do not respect your interest?
7. Do you respect your parents, brothers and sisters? How?

My name is.............................................................................................. A
I go to ………………………………. School.................................................

In the class we all need to respect each other. This means we feel and We should show people that
show other people care about them. How can we do this?
we care about them!
Sometimes I don’t do this. This can make people unhappy. They might not
want to be my friend. Respect means we need to be thoughtful of the opinions,
thought and feeling of other people.
In my classroom we need to respect each other I am learning to respect
everyone in my class. My teacher will help me with this. I will try to respect
everyone. I’ll try to respect everyone in my class this will make one to be my
friend.

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Unit 9 Respecting Each Other Unit 9 Respecting Each Other

Activity 2 Activity 3
Ethiopia is a country of different ethnic groups living together. Look First look at the following saying. Next, discuss the questions that
at the following pictures and in group of three, answer the questions follow with your partner.
that follow.

Respect people,
so you will be respected!
Ethiopian Saying

1. What does this saying mean?

2. Whose saying is it?

3. Can you tell the class a saying that you know in your village/town?

Activity 4
Now, you will listen to a story about “Respect”. Before you start
listening read the questions. Then, as you listen, choose the best
answer according to the text.

1. The word “respect” ........................

a. has one meaning only b. is a narrow term c.is a broad term
2. Showing respect is...........................
a. a good manner b. rudeness c. bad d. unethical behaviour
3. Respect is generally........................
a. a sign of ethical behaviour b. a positive feeling
1. Do all the people in the pictures wear the same way? c. high esteem or regard d. All
2. How do you show your respect to dressing in other cultures? 4. Often, the types of respect are.......................
a. three b. four c. two d. one

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Unit 9 Respecting Each Other Unit 9 Respecting Each Other

Activity 5 Activity 7
Identify the main ideas of the story you listened to by using the outline Say whether the following statements are True or False according to
given in the box. the listening passage.

1. If you do not respect yourself, others will not respect you.

Outline of Main Ideas 2. Showing respect is a symbol of ethical behaviour.

The story is about ........................... First it gives the definition of 3. Respect for oneself is more important than respecting others.

............................ It defines respect as ............................ Then 4. Loving ourselves too much is good.
it mentions ........................... types of respect. Finally the story 5. All people should be naturally respected as human beings.
explains self-respect as ............................ If we do not respect
others, we are told in the story that we should not ........................... Activity 8
respect from others as well. Look at the pictures below and match them with the types of respect
given below them.

Activity 6
The following words are taken from the listening story you listened to. .
Complete the blank spaces in the sentences with the most appropriate
word from the list.
1 3
broad positive regard self-respect
honour treat disgrace others

Sentences to be completed
2
1. All my classmates have a high ...................... for their teacher.
2. Treat ...................... like yourself if you want to be treated well.
4 5
3. Not to respect one’s parents is a real .......................
4. It is a sign of self-respect to ...................... oneself. A. Respect for the senior citizens ...................................

5. Both respecting others and ...................... are very important. B. Respect for women/wives ..........................................

6. Many words have ...................... meaning. C. Respect for the national flag .....................................

7. It is good to have a ...................... attitude to your friend. D. Respect for a country and its sovereignty ...................
E. Respect for marriage or fidelity ..................................
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Section Two: Speaking Activity 3

Study the following dialogue. Look also at the picture showing a
TALKING ABOUT RESPECTING PARENTS AND TEACHERS
teacher and Bekele, a student holding conversations in class. Then
Activity 1 take turns to role play the parts with a partner.

List down some points regarding the following topics. Then, take turns
with your partner or classmate and share ideas.

1. What I like to eat…………………………....

2. What I like about my father……………..
3. What I like about my mother…………..…
4. What I like about school………………….
5. What I like to do……………………….......
6. What I like about my friend……......…..
7. What I like about my neighbour ………....

Activity 2
Look at the following picture and discuss in groups of three the
questions set based on the picture.
Teacher: Bekele, could you please clean the board, I mean the blackboard.
Bekele: Kindly sir, where is the duster?

1. What do you see Teacher: Thank you Bekele! It is very nice of you!
in the picture? Bekele: My pleasure Sir! May I also close the door? It is open, sir?
2. How many children are taking Teacher: Y
 es, Bekele! You may also do that! I think you are a very humble
part in the discussion? boy.
3. Who is raising a hand? A boy Bekele: Thank you sir. I should help my teacher and also my classmates with
or a girl? what I can.
Teacher: Y
 es, that is very good of you. You really respect your teacher and
your classmates. Keep it up!
Bekele: I will, sir. Thank you!

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Unit 9 Respecting Each Other Unit 9 Respecting Each Other

Activity 4
Look again at the conversation above between the teacher and the
student, Bekele. Which words and phrases show respect or politeness?

Respecting Others
Write down those words and phrases in your exercise book.

Section Three: Reading

1. Everyone must respect fellow human beings. This is an essential
requirement of living in a society. We certainly owe a basic level
Activity 1
of respect to others. Furthermore, appropriate respect must be
Before you read the passage below about respect, answer the following shown to people who impact our lives. This includes our parents,
questions individually and then discuss your answers with a partner. relatives, teachers, friends, fellow workers, authority figures,
Write down your answers in your exercise book. etc.

1. Do you respect other people? Why? 2. One of the best ways of showing respect to others is listening.
2. Who are some of the people you respect? Listening to another person’s point of view is an excellent way of
respect. Most noteworthy, we must allow a person to express his
3. Do other people also respect you?
views even if we disagree with them.

Activity 2
3. Another important aspect of respecting others is religious/
Now as you read the following story about mutual respect, fill in the political views. Religious and cultural beliefs of others should be
correct missing information in the table below. given a lot of consideration. Respecting other people’s religions is
certainly a sign of showing mature respect.
Topic/idea Location of the topic/idea
Listening to people is good. 4. Everyone must respect those who are in authority. Almost
Respect for people in authority everyone deals with people in their lives that hold authority. So, a
healthy amount of respect should be given to such people. People
Paragraph 3
of authority can be of various categories. These are boss, police
List of people to be respected
officer, religious leader, teacher, etc.
Conclusion
5. In conclusion, respect is a major aspect of human socialization.
It is certainly a precious value that must be preserved. Respectful
behaviour is vital for human survival.

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Activity 3 Section Four: Vocabulary

Read the passage again and decide if the following sentences are
“True” or “False” according to the passage. Activity 1
1. We should not listen to ideas of people we do not like. Match the words given below with their meanings as they are used in
the passage above. See the words in bold in the reading text.
2. Everyone must respect those who are in authority
3. We must respect our friends. A B

4. Students must respect their teachers. 1. respect a. main/important

2. furthermore b. deep, sincere
5. We have to respect other peoples’ religion.
3. fellow c. speak out freely
6. Respect is a good thing.
4. express d. belongs to the same group
7. Respecting others creates good communication with others.
5. mature e. important position

Activity 4 6. authority f. in addition to

Now answer the following questions in short sentences base on the 7. major g. give due regard, honour
passage you have read. Write down your answers in your exercise h. express way
book.
1. What will happen if we do not respect others? Activity 2
2. Why do we respect religious leaders? Refer to two monolingual dictionaries and make a list of all synonyms
you find for the word “respect”. A synonym is a word which has nearly
3. How do we express our respect to others?
the same meaning or concept with another word. Example: synonyms
4. Give examples of people who you think should be respected. to the word “fast” can be “quick, speedy, rapid, etc.”

Activity 5
Complete the following outline with the correct information from the Dictionary Use
passage above.
This passage is about ........................ It tells us that respect is Using a dictionary is a skill for life that you develop
over time. It supports your developing language
........................ for living peacefully with other people. The passage skills and helps you understand new words. Using a
also tells us that we need to respect people such as ........................, dictionary helps you master important concepts like:
........................, ........................, ........................, ........................, • Spelling
• Word meaning
and ......................... According to the passage one of the ways of showing • Alphabetical order
respect is ......................... We have to give ........................to ideas and • Word classes
interests of other people freely.
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Section Five: Grammar Activity 2

Study again the above worksheet and convert all the sentences into
Activity 1 simple present tense.
Copy the worksheet into your exercise book. Then, following the
example given in the worksheet, change the sentences into simple Example: My dad plough the land.
future tense and write your answers in your exercise book.
Activity 3
Using the following substitution tables, write as many sentences as
you can both in the simple present tense and future tense. Then show
your sentences to your partner.
GRAMMAR WORKSHEET Table 1: Present tense
He bus pens
Complete each sentences by changing the verbs in the She sells magazines
The boy keeps coins
brackets.
Urgessa eats candy
The woman collects stamps
1. My father (plough) the land…. My father will plough the We buy chocolates
land. They sell sweets
Kelbessa and keep biscuits
2. He (mow) ..........................the grass. Urgessa love noodles
The boys collect recipes
3. I (watch)............................ television in the evening.
The women
4. I (pack) ......................... my bags.
Table 2: Future tense
5. Grandma (bake)...................... the best cookies. He will buy pens
6. He (paint) .......................the house. She is going to sell magazines
The boy are going to keep coins
7. Emma (hike)...................... up the mountain. Urgessa shall eat candy
The woman are to collect stamps
8. I (wave )..................... to my sister.

9. Sara (cook)....................breakfast every morning. We will buy chocolates

They is going to sell sweets
10. Paul (play).................... the piano at the concert. Kelbessa and are going to keep biscuits
Urgessa shall love noodles
The boys are to collect recipes
The women

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Activity 4
Write five possible sentences from the table and show your sentences
to your partner.
10 Pottery
Subject Verb to be/ Action verbs Object or complement
Section One: Listening
auxiliary verbs

Meseret will go to Mosque. Activity 1

All students attend Olympics A. Before you listen to the text, learn the meanings of the following
My father turn 55 words. Your teacher will give you their meanings.
Derartu attend class water pot coffee pot clay pot
Mohammed visit the beauty salon. clay tray flower pot cooking dish
take part in a concert B. Answer the following questions.

1. What is the function of a coffee pot?

Section Six: Writing
2. Is there a coffee pot in your home?
Activity 1 3. Do you know how a coffee pot is made?
Using the words given below (taken from the listening and reading
stories above) write up six sentences of your own about self-respect Activity 2
and mutual respect. Match the following words with the pictures given below.

Example: Living together is a human value. water pot coffee pot clay pot

1. respect 2. value clay tray flower pot cooking dish

3. disgrace 4. listen to
1 2
5. cooperation 6. positive
7. human

Activity 2 3 4

Write a short paragraph about a person you respect. How do you

treat him or her? How does that person treat you?

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Unit 10 Pottery Unit 10 Pottery

Activity 3 Section Two: Speaking

Your teacher will read aloud a listening text. As you listen to the text,
say whether the following sentences are True or False. Compare your Activity 1
answers with your neighbour’s. Compare a water pot and a clay kettle. Discuss their differences in
groups.
1. A coffee pot is used to keep water in it.
2. A coffee pot is made of cement. 1. How are they similar?

3. A coffee pot looks like a bucket. 2. How are they different?

4. A coffee pot is made in China.

5. Which of the above pictures in activity 2 does the listening text
discuss?
1 2
Activity 4
Your teacher will read aloud the text to you. After you have listened
to the text for the second time, answer the following questions.

1. Who makes coffee pot?

2. What is a coffee pot made of?
3. Do you know how a coffee pot is made? Can you try it by yourself?
Activity 2
4. Which of the pictures above is a coffee pot?
Look at the pictures below. Can you tell the differences and similarities
5. What kind of clay objects are found in your home?
between a clay pot and a bucket made of plastic?

2
1

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Activity 3 Section Three: Reading

In groups, discuss the similarities and differences of the following
pairs of items. Report the similarities and differences to the class. Activity 1
Before you read the following passage, answer the questions in groups.
Then tell your answers to your teacher.

1. What is pottery?
2. What kind of pottery objects do you know?
3. Who makes these objects?
4. Are there people in your area who make these objects?

Activity 2
As you read the passage, answer the following questions.

1. Where does Woizero Haregua lives in

2. How many children does she have?
3. What does she do for a living?
4. How much money does she get?
5. What are the names of her daughters?

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Activity 3

Woizero Haregua and

After you have read the passage, answer the following questions.
Work in groups. Report your answers to the class. The teacher will
give you the correct answers.

her Pottery 1. Where does Woizero Haregua live?

2. How many children does she have?
Woizero Haregua lives in the rural area near Addis Ababa. She has 3. Is Woizero Haregua an educated woman?
two children called Debritu and Misanesh. Debritu is 9 years old, but
4. What do you learn from this passage?
Misanesh is only five years old.
5. Who is the younger daughter?
Woizero Haregua did not have any income before. As she had not
6. Is woizero Haregua a happy woman ?
any income, she was not able to bring up her children well.

Section Four: Vocabulary

Activity 1
Match the following words with their functions. Work in pairs or
groups.

Words Functions
1. clay tray a. for preparing coffee
Luckily, as time passed, she learned how to make pots from other
pot makers. She then started making clay pots to the surrounding 2. clay b. for eating food
people. She buys clay soil from the surrounding farmers. She uses 3. coffee pot c. for cooking food
the soil for producing coffee pot, flower pot (vase), clay tray, clay
dish, and water pot. 4. clay pot d. for growing flowers in
She sells them on Saturdays in the nearby small Saturday Market. 5. flower pot e. for putting drinking water in
She gets about 5000 birr a month. Sometimes she gets a lot of
money. Hregua always thanks her God for being healthy and alive.
She is also happy in her life.
Woizero Haregua sends her daughters to school. Her first daughter,
Debritu is a Grade four student but Misanesh is a Grade one student.
They help each other in doing their home works.

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Activity 2 Activity 1
The following words are taken from the reading and listening texts. In the same way, in pairs, compare other students in class and write
Match these words with their meanings. your sentences below.
1......................................................................................
Words Meanings 2.......................................................................................
1. rural a. free time 3.......................................................................................
2. income b. near place (area)
4.......................................................................................
5.......................................................................................
3. a lot of d. money
5. prepare e. make
Activity 2
6. holiday f. many
Complete the following sentences using the words given in brackets.
7. wedding ceremony g. out of city Work in pairs or groups.
8. funeral ceremony h. ceremony for the dead
1. Tariku is ............................ (tall) than Lendamo.
9. bring up i. ceremony for marriage 2. Mahlet is ............................(heavy) than Almaz.
10. surrounding j. the goodness or badness of something 3. Gutu is ............................ (light) than Bontu.
11. taste k. to grow 4. Halima is ............................ (fat) than Merima.
5. Daniel is ............................ (clever) than Fanuel.
6. Ato Nebiyu is ............................(old) than Ato Getachew.

Section Five: Grammar 7. Zeberga ............................ (more/intelligent) than Hagos.

8. Hiwot is ............................ (short) than Haregua.
9. Defersha is ............................ (as…as/old) his friend, Alemu.

Comparison

Study the following sentences. The teacher will explain the following
comparisons.
Taye is as tall as Teklay.
Fufa is shorter than Ahemed.
Samrawit is taller than Shewaye.
Tamiru is as old as Dawit.

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Section Six: Writing Activity 2

Complete the following sentences by the words given below.
Activity 1
Grade three students’ age, weight, and height are given in the table Shorter Bigger thinner stronger colder expensive helpful
below. Write five sentences by comparing and contrasting them. Work
in groups. Follow the given example. Then, show your sentences to 1. The weather today is ..................... than yesterday’s.
your teacher. 2. Elephant is ..................... than buffalo.
3. Honey is more ..................... than oil.
Name Age Weight(kgs.) Height(ms)
4. Belaynesh is ..................... than Beshatu.
Beshatu 9 13 1.05 5. Dawit is ..................... than Shemsu.
Semira 8 12 1.20 6. Fikirte is more ..................... than Tsion.
Fasika 10 14 1.4
7. Yared is ..................... than Samson.
Soressa 9 12 1.20

Activity 3
In pairs, compare two of your classmates and write short sentences.
1. Beshatu is older than Semira.
2........................................
Activity 4
3........................................
4........................................ Compare and contrast the following two objects. Your comparison
5........................................ should include: size, weight, height, functions, body features, the
6......................................... material used to produce them, etc. Write your sentences in your
exercise book.
7. ......................................

Comparative Markers

taller shorter lighter fatter cleverer

thinner more intelligent heavier older younger 1 2

Examples: Hadis is taller than Beyene.

Regassa is as young as Haftom.

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