English for Ethiopia

Grade 2

Teacher Guide

Developers

 Gemechis Teshome (PhD)

 Aberash Tibebu (PhD)
 Guta Legesse (PhD)
 Ashenafi Belay (PhD)
 Woynishet Diriba
 Alemisa Endebu
 Birhanu Simeneh

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 Contents

Introduction

Guide to Lesson Planning

Classroom Management

Students with Special Needs

Time Allocation

Unit 1: Our Surroundings

Unit 2: Days of the Week

Unit 3: Traffic Lights

Unit 4: Forest

Unit 5: Food Crops

Unit 6: Polluted Environment

Unit 7: Good Manners

Unit 8: Foods

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Introduction

The purpose of this Teacher Guide is to help Grade 2 English Language teachers impliment the
syllabus in the classroom. Hence, the guide provides you with guidelines and directions to help
you plan and deliver teaching and learning activities for the achievement of the competencies
addressed in the syllabus through the contents incorporated in the student’s textbook.

The guide provides you with information and processes to teach required knowledge, skills and
attitudes at this level and develop teaching programs that best fits to the real context in your
classroom. In addition to giving you the general framework and procedures, the guide also helps
you to plan daily lessons ahead and deliver the lessons effectively. What is more, the teacher
guide also gives you direction on how to plan and assess students’ progress and achievement

For smooth and efficient handling of lessons in the students’ textbook, the teachers are required
to read carefully and use the guidelines in the Teachers Guide to plan and develop teaching and
learning programs.

Grade 2 English for Ethiopia focuses on initial and basic level of English Language aiming at
enabling the pupils master initial level listening, speaking, reading and writing. At this level the
students learn to listen and appropriately respond to simple expressions used in communication,
study common words, listen to and discriminate common sounds and words, read aloud short
expressions and copy/write simple sentences. The topics addressed in all the units of the
textbook are related to the students’ surrounding so as to encourage their engagement in the
activities and relate their lessons to life beyond the classroom. But as the students might come
from different backgrounds, the teachers need to contextualize activities so as to help the kids
learn better. The activities under each lesson are designed to encourage students’ curiosity and
desire for exploring their immediate surounding. The contents of the textbook are also designed
to hone the values of collaboration, tolerance, respect, equity, patriotism and hospitality among
the students from early grade levels. Hence, the teacher should be conscious about these values
and help the children develop them both in teaching the content as well as through using
appropriate pedagogical strategies suggested.

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The students’ text is divided into five main sections Listening and Speaking, Initial Reading,
Word Study, Expressions and Initial Writing. The Minimum Learning Competence (MLC) the
students need to master under these sections at this grade level are listed below.
MLC for Listening and Speaking
 Recognize and spell high frequency topic-based vocabulary
 Recognize words related to days of the week
 Listen to songs on home village
 Listen to a story of a family
 Ask simple questions and give answers
 Describe a family tree
 Listen for specific points
 Listen and identify specific sounds and words
 Listen and say out sounds and words correctly
 Listen to short texts and identify important words.
 Say words aloud
 Speak about their favorite food.
 Identify consonants at the word initial
 Listen and pronounce words correctly.
 Listen for specific information.
 Listen and locate explicitly stated information in short texts.
 Use simple sentences to talk about environmental pollution

MLC for Initial Reading

 Read simple story on family
 Read a short description of a villages
 Read aloud vowels and consonants correctly.
 Identify vowel and consonant sounds
 Read and match pictures
 Read short texts and locate specific words/phrases
 Read short paragraphs and identify clearly indicated information.
 Read and find words to complete sentences and short texts.
MLC for Word Study
 Use words related to family
 Use correct English words to tell parts of a tree.
 Use correct words/phrases to talk about the importance of forest/trees
 Identify and use words, phrases or expressions related to forests or trees to write short
sentences

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  Read words aloud correctly
 Read short sentences aloud correctly
 Read and identify specific information from a written text.
 Answer questions by reading short texts
 Make simple sentences using words of quantity or amount.
 Use singular and plural nouns correctly.
 Use word to make short sentences

MLC for Expressions

 Use ‘has and have’ to talk about possessions or what another person or thing own
 Use simple sentences to speak about their likes and dislikes
 Use personal pronouns to talk about oneself
 Use personal pronouns to make simple sentences
MLC for Initial Writing
 Write/Spell words related to days of the week
 Recognize and spell key words in simple sentences
 Use capital letters to spell words referring to days of the week
 Use small letters to spell words referring to days of the week.
 Write, spell and recognize words
 Recognize and spell key words in simple sentences.
 Spell words referring to traffic light colors
 Write sentences related to their parents.
 Write about their family tree using a model text
 Constructions short and simple sentences.
 Complete short texts by writing simple words and phrases
 Write sentences using words selected from a short reading text
 Write down words taken from reading texts
 Unscramble letters to make words
 Unscramble words to make sensible sentences
 Write short sentences about their favorite food
 Copy down words, phrases and sentences from chalkboard
 Make sentences using the given words.
 Fill gaps with words to make complete texts.
 Put sounds in correct order to form words
 Reorder words to make sensible sentences
 Make sentences using words selected from a reading text

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Guide on Lesson Planning

Before teaching a unit, teachers should follow these steps in order to teach it successfully:

 Familiarise yourself with the content by reading through the notes and exercises in
the Students’ Book, as well as the corresponding notes in the Teacher’s Guide.
 Make a note of the objectives listed at the start of each unit in the Teacher’s Guide
and see where these tie in with your syllabus.
 Collect and prepare any materials or resources that are listed in the Teacher’s Guide.
You are encouraged to be conscious about the different needs of your students
(particularly students with special needs) and collect or create resources from the
local materials at your disposal. Be sure to plan ahead.
 Plan what exercises you will teach during the lessons you have available. For your
convenience each unit is broken down into lesson plans for each week suited to 40-
minute lessons, but some may take more time and some less depending on the nature
and status of your students. You can allocate some exercises for homework too. Note
that you should try to follow the sequence of units, sections and activities in the
Students’ Book as much as possible, since many of them are built on knowledge and
skills acquired in the preceding ones.
 Think about and prepare supplementary activities for higher ability students, lower
ability students and ‘fast finishers’
 Plan how you will conduct ongoing assessment during the unit. This may be in the
form of informally monitoring the development of students’ oral skills. You may also
decide which activities you wish to give as a homework. Suggestions are given for
ongoing assessment in the Teacher’s Guide, but it is important for you to plan
beforehand what you want to assess and how you will assess it.

Classroom Management

The lessons in Grade 2 English for Ethiopia textbook consists of individual, pair, group and
whole class activities. For many teachers, individual and whole class activities are the preferred
way of managing a class, because they allow the teacher to control the noise level, student
participation and so on. However, pair and group activities play an integral part in the language
classroom as they enable students to interact and to practise new language more regularly. Thus,
many of the activities in Grade 2 English for Ethiopia involve students in working with a partner
or in a small group. Because the students are to shoulder an independent role in pair and group
works, the teacher should closely monitor and guide them. Try varying the mix of the groups and
pairs.

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Students with Special Needs

 Teachers are advised to consider students with special needs depending on the nature of
the students in their class

Time Allocation
 The following guide to lesson planning is for the teacher’s convenience. It is based on a
36-week school year (2 weeks reserved for semester break), with each of the 8 units
divided into five periods a week, and includes an end-of-year examination. Furthermore,
there is also a flexibility at the end of each unit to enable the teachers to conduct
assessment and revisions. It is meant as a guide and is not prescriptive. Teachers should
adapt it to suit their own classes and local conditions. Despite the syllabus has been
designed for 40 weeks to cover 8 units (25 periods for each), in reality we don’t think
teachers can have 10 months to conduct teaching.
Unit 1: Our Surroundings (25 Periods) Unit 3: Traffic Lights (25 periods)
WEEK 1 Week 11
Section I: Speaking and Listening Section 1: Listening and Speaking
Lesson 1: A.1, A.2, A.3 Lesson 1: A.1, A.2,
Lesson 2: A.1, A.2 Lesson 2: A.1, A2
Lesson 3: A.1, A.2, A.3, Lesson 3: A.1, A.2, A3
Lesson 4: A.1 A.2
Lesson 5: A1, A2, A3 Section 2: Reading
Section 2: Word study Lesson 1: A.1, A.2,
Week 2 Lesson 2: A.1, A.2,
Lesson 1: A.1, A.2,
Lesson 2: A.1, A.2, A3 Week 12
Lesson 3: A1 A2 A3 Lesson 3: A.1, A.2,
Section 3: Expressions/Dialogue Lesson 4: A1, A2, A3
Lesson 1: A.1, A.2, Lesson 5: A1
Lesson 2: A.1, A.2, A3 Lesson 6: A1, A2
Lesson 3: A1, A2

WEEK 3: Week 13
Section 4: Reading
Lesson 1: A.1, A.2, A.3, Section 3: Writing
Lesson 2: A.1, A.2 Lesson 1: A.1, A.2,
Lesson 3: A1, A2 Lesson 2: A.1, A.2
Lesson 4: A.1, A.2 Lesson 3: A.1, A.2
Lesson 5: A.1, A2 Lesson 4: A1, A2
Week 4 Lesson 5: A1 A2
Lesson 6: A.1, A.2
Lesson 7: A1, A2, Week 14
Lesson 8: A3 Section 4: Word Study
Lesson 1: A.1, A.2
Lesson 1: A1, A2 Lesson 2: A1, A2
Lesson 2: A1, A2 Lesson 3: A1, A2
Lesson 4: A1, A2

Week 15
Section 5: Expressions
Lesson 1: A.1, A.2

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 Lesson 2: A1, A2

Revisions for the whole lessons

Week 5:
Writing Unit 4: Forest (25 periods)
Section 5: Writing Week 16
Lesson 1: A.1, A.2 Section 1: Listening and Speaking
Lesson 2: A.1, A.2 Lesson 1: A.1, A.2
Revisions Lesson 2: A1, A2
????????? Lesson 3: A.1, A.2, A.3
Lesson 4: A1, A2
Unit 2: Days of the Week (25 periods) Section 2: Expressions/dialogue
WEEK 6 Lesson 1: A.1, A2
Section 1: Listening and Speaking
Lesson 1: A.1, A.2, A.3, Week 17
Lesson 2 A.1, A.2
Lesson 3: A1, A2 Lesson 2: A1, A2
Section 2: Dialogue
Lesson 1: A.1, A.2, Section 3: Word study
Lesson 2: A.1, A2 Lesson 1: A.1, A.2,
Lesson 2: A.1, A.2
Week 7 Section 4: Reading
Lesson 3: A1, A2 Lesson 1: A1, A2, A3
Section 3: Reading Lesson 2: A1, A2
Lesson 1: A.1, A.2,
Lesson 2: A1, A.2 Week 18
Lesson 3: A1, A2. A3
Section 4: Word Study Lesson 3: A1, A2
Lesson 1: A.1, A.2, Lesson 4: A1, A2
Week 8
Lesson 2: A.1, A.2, Reading
Lesson 3: A1, A2, A3 Lesson 5: A1, A2
Lesson 4: A1. A2, A3 Lesson 6: A1, A2
Writing Week 19
Lesson 1: A.1, A.2, A.3, Section 5: Writing
Lesson 2: A1, A2, A3 Lesson 1: A.1, A.2,
Lesson 2: A1, A.2,
Week 9 Lesson 3: A1, A2, A3
Lesson 2: A.1, A.2 Lesson 4: A1, A2,
Lesson 3: A1, A2, Lesson 5: A1, A2
Week 10: Revisions
Lessons?????? Week 20

SECOND SEMESTER of the Academic Revisions!!

Year
Unit 7 Good Manners
Unit 5 Food crops
Week 21 Listening and speaking
Listening And speaking Lesson 1: A1, A2
Lesson 1: A1, A2 Lesson 2: A1, A2, A3
Lesson 2: A1, A2, A3
Section 2
???????
Lesson 1: A1, A2, A3
Week 22
Reading Week 26

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Lesson 1: A1, A2, A3
Lesson 2: A1, A2 Section 3
Lesson 3: A1, A2 Lesson 1: A1, A2
Lesson 4: A1, A2, A3 Lesson 2: A1, A2

Writing Section 4
Lesson 1: A1, A2 Lesson 1: A1

Week 23 Lesson 2: A1, a2, A3, A4

Lesson 2: A1, A2
Lesson 3: A1, A2, A3, A4 Section 4: Reading

Expressions Lesson 1: A1, A2, A3, A4

Lesson 1: A1, A2, A3

Week 27
Unit 6: Polluted environment
Section 5: Writing
Listening and speaking Lesson 1: A1, A2, A3
Lesson 2: A1, A2
Lesson 1: A1, A2, A3
Lesson 2: A1, A2 Unit 8: Foods

Week 24 Listening and speaking

Section 2 Lesson 1: A1, A2

Lesson 1: A1, A2 Lesson 2: A1, A2
Lesson 2: A1, A2 Lesson 3: A1, A2

Reading Week 28

Lesson 1: A1, A2 Expressions

Lesson 2: A1, A2
Lesson3: A1, A2, A3, A4 Lesson 1: A1, A2, A3

Week 25 Lesson 1: A1, A2

Writing Lesson 2: A1, A2

Lesson 1: A1, A2, A3
Lesson 2: A1, A2 Word study

Lesson 1: A1, A2

Reading

Lesson 1: A1, A2, A3, A4, A5

Week 29

Writing

Lesson 1: A1, A2,

Lesson 2: A1, A2, A3

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 Unit 1: Our Surroundings
Unit objectives: Upon completion of this unit, students will be able to

 Listen to and sing songs.

 Pronounce short and long words.
 Use family related words in their daily communication.
 Describe things in their surroundings.
 Express feelings using likes and dislikes.
 Write short sentences about their parents

Section 1: Listening and Speaking

Dear teacher, in this specific section you are encouraged to present a song about the village. You
will present the ‘village song’ three times to your students. To be very specific, you present the
names, pictures and sounds of some animals e.g. cat, sheep and pig around you. This section of
the lesson has presented four activities in which you mainly teach to improve the listening and
speaking skills of your students. While presenting this section, try to be inclusive to all students
i.e. assist students with hearing impairment. Therefore, you will use any modest and appropriate
methodology in addition to the procedures given below to deliver each lesson in this section.
Finally, bear in mind that although the main purpose of this section is to present the listening and
speaking skills to your students, you are also encouraged to motivate your students towards
learning new words. In general, you need to complete this section in eight periods with complete
coverage of the first week and three days from the week two. Therefore, it is important to make
an alignment between the lessons/activities with the timeframe though reasonable flexibilities are
inevitable.

Lesson 1: Song about the Village

Lesson objectives: At the end of the lesson, students will be able to

 listen to the village song.

 sing about the village song.
 sing about Hello song.

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  associate the words and the pictures.
Subject matter
 listening and speaking (village and greeting songs)

Materials

 Use pre-recorded song about village, tape/CD player, pictures…

Presentation

 Motivate them to describe their family tree to their friends.

 Teach village songs.
 Make a sound of an animal that students know.
 Ask what animal makes this sound?
 Students listen and respond appropriately.
 Sing the song beautifully or use the already recorded material.
 Show the pictures to the students.
 Choose some students in the class to make an animal sound turn by turn and the other
students guess the animal.
 Show a picture of an animal and make an animal sound that may or may not match the
picture.
 Students listen and identify the animal sound and say if the sound matches the picture.
 Let the students hear the name of the pictures.
 Associate the names of the pictures with the words in their textbook.

Procedure

 Students play the game what animal makes this sound. Example: “Meow” (cat)
 Refer to the four activities (1-4) under this lesson.
 Let them try to listen and sing the song.
 Let them identify the pictures and associate with words.

Assessment

 Speaking and listening

 Observation of student performance on the activities.

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  Assist the students to listen and identify different animal sounds.
 Students name the animal that makes the given sound.
 Students match correctly the sound to the animal.

Answer key

 Dear teacher, check if the students have heard and sung the village songs individually, in
pairs and in groups.
 Observe whether the students identify the pictures and associate them with their words
 Check whether the students correctly do the matching activity under Activity 2 or not.

Lesson 2: Short and long sound words

Lesson objectives: at the end of the lesson students will be able to,

 decode some short and long sounds.

 associate the words with the pictures

Subject matters (listening and speaking)

 Shorts and long sounds

Materials
 Pictures of short and long sounds.
 Pre-recorded sounds, tape/CD, cassette/CD player, pictures/models of those words.
Presentation
 present the short sounds with correct pronunciation.
 present the long sounds with correct pronunciation.
 Present the words side by side with pictures.
 Give attention to the activities 1 and 2.

Procedure

 Inform your students to listen to you with due attention.

 Tell them to say after you.
 Tell them to recognize the difference between short and long sounds.

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  Divide the class into two. Then, one group will say whereas the other will repeat. Make
sure if they say the short and long words correctly.
 Let them repeat the same task in pairs. Each pair should take turns to say and repeat the
short and long words.

Assessment

 Ask the students if they listen the short and long words correctly.
 Ask the students if they can repeat the short and long words correctly.
 Check if the students can match the words with the pictures.

Answer key

 Observe whether the students listen and repeat.

 Check them while they match the words with the pictures in their exercise book.
 Crosscheck by disorganizing activity 2.
Lesson 3: Listening about Bontu’s family

Lesson objectives: at the end of the lesson, students will be able to

 listen and repeat to the family words of grandfather, mother, father, sister and brother.
 identify the sound students hear at the end of each word e.g. grandfather, mother, sister
and brother.
 listen to the story about Bontu’s family
Subject matter
 Listening story: Bontu is eight years old. She learns in grade two. She goes to school
every morning. She lives with ten family members. The family members are
grandfather, grandmother, mother, father, uncle, aunt, cousin, sister and brother.
Bontu’s father is a farmer. Her mother is housewife. Bontu loves and respects all her
family.

Materials

 Pictures of family members.

Presentation
 Tell your students that there are different activities they do before when and after
you read the story about Bontu’s family.

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  First, let them discuss about family with each other or with you.
 Example let them say and repeat words, such as grandfather, father…
 Before they listen, let them: talk, share, predict…
 You ask them to be silent and listen when you read the story.
 When you read the story, tell them to answer activity 2 from their textbook on
their exercise book.
 You read the story (see above under material) with clear and loud voice twice or
three times.
 Inform them that activity 2 has four questions to be answered by them as they
listen.
 Tell them that activity 3 will be done in their exercise book based on the example.
 Tell them that activity 1 and 2 will done simultaneously while you read for them
 You should clearly tell them activity that 4 and 5 will be done after you finish
reading the story.
 Aware them to finish their activity in the given time.
Procedure

 Use clear and loud voice to read the story

 Apply modest methodology to enable students to listen to the story.
 Do not be very fast nor too slow when you read; just understand whether the students
listen to you.
 Ask some questions about family to motivate the students.

Assessment

 Inform the students that there are three ways of assessment

 First, before you read the story. second, when you read the story. Third, after you
finish reading the story.
 In general, there are five activities to assess them.
 Check if the students can answer each question in their exercise book and discuss
together.

Answer key

Activity 1: Listen and repeat these words. The sound you hear at the end of each word is in bold.

Grandfather Mother Father Brother Sister

Activity 2: As you listen, fill in the blank spaces.

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1. Bontu is eight years old.

2. Bontu learns in grade two (2).

3. Bontu’s father is a farmer.

4. She goes to school every morning.

Activity 3: As you listen, thick the family members of Bontu in the table.

Bontu lives with her_______ “”

1. brother 
2. sister 
3. grandfather 
4. grandmother 
5. uncle 
6. nephew
7. aunt 
8. mother 
9. father 
10. cousin 
Activity 4: List the name of your family members. Example: Grandfather

1. Grandfather 2. Grandmother 3. Mother 4. Father 5. Uncle 6. Aunt 7. Cousin

8. Sister 9. Brother

Activity 5: Tell about your family’s story like Bontu’s. Check any possible answer.

Bontu’s family Your family

Bontu is eight years old. She learns in grade
two. She lives with ten family members. They
are her grandfather, grandmother, mother,
father, uncle, aunt, cousin, sister and brother.
Bontu’s father is a farmer.
Bontu loves and respects all her family.

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Section 2: Word study

Esteemed teacher, the purpose of this section is to present a few words to the students. In order to
achieve the purposes of this section, there are some significant activities expected from you. For
example, you give attention to the sounds at the initial or beginning of the words e.g. ship vs
sheep. You also help your students to distinguish ‘this and that’ based on the given contexts and
clues from the picture in their textbook see page…. Moreover, you need to prepare yourself to
identify and associate a number of words with their pictures. In general, the aim of this section
i.e. 2 is to build students’ vocabularies by associating with pictures. Therefore, in order to
present and achieve the objectives of this specific section your motivation strategies, creativity
and flexibility are much important. For instance, if you have students with disability e.g. visual
impaired, let you devise any modest way of presenting the lessons. You are advised to cover this
section in five periods.

Lesson 1: Say Words

Objectives of the lesson: at the end of the lesson, students will be able to
 Listen and repeat each of these words e.g. ship/sheep, chip/cheap out loud.
 Identify the sound you hear at the beginning of each word.
 Associate the words with pictures.

Subject matter
 Say words

Materials
 Pictures of sheep and ship; chip and cheap.
 Initial sounds of the words: ship/sheep and chip/cheap.
 Charts and tables

Presentation
 Tell the students to listen to the sounds of ship and sheep.
 Tell the students to listen to the sounds of chip and cheap.
 Coach them to repeat what you have already said.
 Help them to see the words and the pictures from their textbook.
 Let them name the objects by using ‘that and this’ and use them in their class.

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  Students use ‘that and this’ by looking at the pictures.
 Students point to any objects e.g. duster, pen & pencil in their classroom.

Procedure
 Let the students listen to different words having similar initial sounds.
 Ask them to point to many objects and mention their names in the classroom.
 Divide the class into two. Then, one of the groups point to the objects in the classroom,
and the second group calls the name of that object.

Assessment
 Listen and identify the beginning of the sounds of the words.
 Observe when they repeat.
 Check how correctly they point to the objects in the classroom.
 Crosscheck and observe how correctly they name the objects in their classroom.

Answer key
 You provide correct and other possible answers for the entire activities (four).

Activity 1: Listen and repeat each of these words out loud. Identify the sound you hear at the
beginning of each word.
 Make necessary preparation to read those words (ship/sheep, chip/cheap).
 Check whether the students identify the sounds of ship/sheep, chip/cheap.

Activity 2: Listen and associate each of these words with pictures.

 Check if the students match the word sheep/ship with the appropriate pictures and others
as well.

Activity 3: Point to each picture and say the names of the family
 Be sure that students can match the family names with the pictures.

Lesson 2: Name objects

Lesson objectives: at the end of the lesson, students will be able to

 Use this and that correctly with the picture.

Activity 1: Name the objects in the pictures

 Check if students can correctly apply ‘that and this’ based on the distance of the picture.

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Activity 2: Point to the pictures and the words in the following tables.
 Consider the possible answers.

Section 3: Expressions/Dialogue

The main purpose of this section is to motivate students towards making a dialogue. In order to
conduct and make students to express their feeling or opinion, you are expected to present the
lesson in attractive and motivated way. One way to present this section is to engage your
students in the dialogue through greeting. This section contains lesson divided into five different
activities. The activities are designed to attract the students towards making a dialogue. This will
be achieved by the tasks, such as making a dialogue on greeting, like and dislike and other forms
of presentations. Finally, this section is planned to be covered in three periods of the third week.

Lesson 1: Make a dialogue

Lesson objectives: at the end of the lesson, students will be able to

 Students will speak clearly using correct English grammar and vocabulary.
 Read a dialogue on greetings.
 Ask and answer about objects in their classroom and what they like and dislike.
Subject matter
 Conversation on dialogue (spoken English)

Materials
 Dialogue in different forms e.g. greeting
 pictures

Presentation
 Ask some simple questions: What is it? It is…; what is that? It is…
 Encourage students match real objects with words.
 Assist students match pictures to English words.
 Students show/point to (three) objects and say words
 Read the dialogue on greeting to your students.
 Choose two students to demonstrate the greeting dialogue to the class.

Make the dialogue or expressions on the followings:

 Greetings

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  Use ‘they’ to answer the question: what are these? These are…..
 Look at pictures and make a sentence by using “they”.
 Speak on the fruits you like and dislike. Do you like a banana?
 Tell what you have saying: “I have….”

Procedure
 Practice the dialogue in classroom with students in pairs.
 Arrange students to sit in pairs. Then, let them greet each other.
 Coach them to see the example given under activity 1 in their textbook between two
students.
 Let them see the chairs and tables in the classroom. Then, one of them asks the question:
“what are they?” and the second will answer: “They are…..”.
 Give them different possibilities.

Assessment
 Students say the dialogue in the correct sequence.
 Make necessary observation to check whether students participate on greetings.
 Check that they have asked question: what are they? This time there must be two or more
pictures or objects.
 Assess that they have answered by saying: They are…..

Answer Key
 Refer to all activities from 1 to 5 and help the students do accordingly. Check all other
possible answers.

Section 4: Reading

One of the major objectives of this unit is to teach students reading in English. As a result, this
section is designed to enable the students to read different words, simple sentences and very
short text. While focusing on the reading, this section is also designed to teach the difference
between these and those and its and it’s. To this end, you should prepare yourself to present the
reading in different modalities and using appropriate strategies. For instance, some of the
activities want to teach reading about the names of family members in a very short text. As
usual, you are kindly requested to present this section in amazing way by giving necessary
attention for those students who need special attention. For example, consider providing some
19
additional material to understand the reading; in case, you have visually impaired students.
Finally, this section will be covered in 7 periods of the fourth full week and the first 2 days of the
fifth week.

Lesson 1: Read words and sentences

Lesson objectives: at the end of the lesson, students will be able to

 Read various names and short sentence of the family members alone.
 Read and match some objects in their classroom.

Subject matter
 Reading stories about family
 Words, simple sentence and a short text
Materials
 Pictures, chart, boxes

Presentation
Before they read, encourage the students to do the following:
 Join or prepare in with the reading.
 Use/see picture clues.
 Use context clues to clarify the meaning of unknown words.
 Use knowledge of phonics to read unknown words
Instruct the students to open their textbook and ask them to do the following:
 Read aloud all the names of the family members in the chart of activity 1 to your friend
turn by turn.
 Read aloud the simple sentences about yourself (Activity 2) to your partner.
 Encourage the students to finish this sentence: I have…
 Ask them to read aloud all the objects in your classroom.
 Let them read loud the following words for their friends: book, pen, pencil, eraser and
duster e.g. look at activity 3.
 Ask them to read words and to match them with their objects immediately (see activity 4
and 5).

20
Procedure
 Present the names of family names and ask the students to read them loudly and
correctly.
 Let them learn new words and match them with the objects in their classroom.
 Coach them to read simple sentences using ‘I have…’
 Match words with pictures.

Assessment
 Say this before: what do you know about family members?
 Say this during reading: Here is a short story. Read it aloud. When you have finished
reading the story, I will ask you some questions about what you have read.
 Do you understand what you have to do?
 Use daily classroom activities to observe your students during reading lessons.
 Observe and listen to students as they take part in the reading activities.
 Make the necessary follow up when students read about the names of their family
members.
 Observe when students read a sentence, ‘I have…’ to their partner.
 Check whether they read words of objects in their classroom.
 Assess if they have read and match the names of words with their pictures.
 Provide more detailed information about the reading lesson.

Answer key
 Refer to all the activities from Activity 1 – 5 and look for any alternative replies from the
students.

Lesson 2: These and Those

Lesson objective: at the end of the lesson, students will be able to
 Distinguish and use ‘these and those’ in English.

Subject matter and materials

 Use these and those
 Pictures, charts

21
Presentation
 Show a picture of a girl who wants to collect candies that are near to her and another
girl wants to collect breads, but the breads are little bit far away from her.
 Ask questions: what are these? This time you may point to things that are not very far
away.
 Ask questions: what are those? This time the things you point at might be some how
far away from you.
 Show the students to use ‘these’ for the nearest items or objects.
 Assist them to use those for items somehow far away from the speaker, but not much
distance.
Procedure

 Give the learners different situations and contexts that help them to use ‘these and those’.
 Provide similar or different items, but in different distance.
 Divide the class into two. One of the groups asks question: what are these? The
remaining replies ‘These are…’ Let them do this turn by turn.
 Prepare a game in which students use ‘these and those’.
 The game must focus on objects in the classroom (see Activity 2).
Assessment

 Make critical observation that students identify both ‘these and those’ used for 2 or more
things.
 Assess students to choose ‘these or those’ based on their closeness to the speaker.
 Check whether they have used these and those in the appropriate context.
 Assess their improvement by providing various pictures to locate these or those.
Answer Key

 Refer to activity one and two.

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Lesson 3: Contracted and full forms.

Lesson objectives: at the end of the lesson, students will be able to

 Read the contracted and full forms of they’re and they are correctly.
Subject matter
 Contracted and full forms of pronoun

Materials
 Charts, pictures.

Presentation
 First, provide them the full forms of pronoun.
 Then, let them read.
 Examples: I am; She is; They are…
 Second, help them to read the contracted forms correctly.
 Examples: He’s; She’s; They’re…
 Divide the class into two groups or in pairs to practise both the contracted and the full
forms.

Procedure
 Motivate the students to remember what they have learned about I and am, she and is, he
and is…
 Read the followings and ask them to repeat:
I am student. I’m student.
She is a teacher. She’s a teacher.
They are farmers. They’re farmers.

Assessment
 Give them a chance to read either the contracted or the full forms.
 Check whether the students have read them correctly or not.
 Observe their participation in pairs or group activities.

Answer key
 Refer to the two activities.

23
Lesson 4: Differentiate ‘Its and It’s’ in the sentence

Lesson objective: at the end of the lesson, students will be able to

 Differentiate ‘its and it’s’ in the sentence.

Subject matter
 Its and it’s
 Spoken
 Differentiate the meaning of contracted form (it’s) and pronoun (its)

Materials
 Pictures, charts and diagrams.

Presentation
 Divide the class into small groups. Each group will listen when the teacher says ‘its and
it’s’. Each group will associate ‘its and it’s’ with pictures. Each group should read at least
two sentences for each other. The sentences should make sense in relation to the pictures.
The teacher encourages/motivates the students to use their own way of using ‘its and
it’s’.

Procedure
 Show various pictures presenting ‘its and it’s correctly.
 Provide ‘its and it’s’ in sentences with clear contextualization.
 Underline and bold ‘its and it’s’ in each sentence.

Assessment
 Give adequate assessment while they apply ‘its and it’s’.
 Make the necessary follow up and listen to them.
 Observe while they read in the sentences.
 Refer the students to their textbook-Activity 1 and 2.

Answer key
 Mentor them to do all the activities and collect any possible answers.

Lesson 5: Use ‘in, on, under, near and inside’ in the sentence.

Lesson objective: at the end of the lesson, students will be able to

24
  Use ‘in, on, under, near and inside’ based on the given pictures.

Subject matter
 Prepositions for place: in, on, near and inside.
 Locate where something is in conversation.

Materials
 Chart and picture

Presentation
Read and answer the following questions:
 Question: Where is the blackboard?
 Answer: The blackboard is in front of the table.
 Question: Where is the chalk?
 Answer: It is on the table.
 Question: Where is the duster?
 Answer: It is on the table.

Procedure
 Put a duster either on or under the table.
 Then, give a chance to the students to ask each other where the duster is.
 Or give them a chance to see the pictures on their textbook page..

Assessment
 Observation
 Check their participation in the conversation.

Answer key
 Ask all the students to use ‘in, on, near and under’ in the given activities. .
 Provide them any possible alternatives to the given tasks.
Lesson 6: Reading Story about Bontu’s family
Lesson objectives: at the end of the lesson, students will be able to
 Use clues to make predictions about the name of family members before, during, and
after reading.
 Read and do some comprehension questions about family members from the text.

25
Subject matter
 Reading story

Materials
 Pictures

Presentation
 Side by side with the reading text, show the students pictures about family.
 Show the picture of each family member very clearly in the text.
 Ask: Where does Bontu live?
 Ask: Is Bontu’s father a teacher?
 Ask the students to read the story again.
 Let them discuss what they have read about.
 Be sure to consult a dictionary for the meaning and pronunciation of the words.
Procedure
 Make clear key the words in the story using pictures, realia and oral context clues.
 Ask student very motivating and initiating questions.
 Encourage every student to read.
 Let them read aloud for sometimes, but also advise them that silent reading is important.

Assessment
 Assess if the students read each sentence.
 Observe and clarify some unfamiliar words.
 Ask the students the number of family members in the story.

Answer key
 Before you read
 Activity 1: Let them provide possible answers based on the story on Bontu’s family.
 Activity 2: Let them fill the blank space from the reading.
1. Bontu is eight years old.

2. Bontu learns in Grade Two.

3. She lives with nine family members.

4. She loves and respects all her family members.

26
 For activity 3, you should consider different possible answers from the students.
Section 5: Writing

The main purpose of this section is to present some initial writing activities. Let you motivate
your students to write the missing spellings, very short scrambled sentences and about students’
family members in the form of story. In order to achieve the aim of this specific section, your
contribution is very crucial. For instance, the modalities of your presentation play a significant
role to attract the students towards the initial writing. To this effect, this section contains two
lessons and various activities to teach writing to the students. Finally, this section is the last
section of unit one, writing, and it is proposed to be covered in the last three periods of the fifth
week.

Lesson 1: Correcting scrambled sentences.

Lesson objectives: at the end of the lesson, students will be able to

 Write by correcting the scrambled sentences.
 Use like and dislike in their sentences.

Subject matter
 Writing words and sentences

Materials
 Pictures

Presentation
 Ask: can you write a sentence?
 Can you correctly write this: Lemon/dislike/I
 Encourage by telling them: A sentence forms a complete thought. It begins with a capital
letter. It ends with a punctuation mark. It may end with a period, a question mark, or an
exclamation point.
 Try to present pictures for dislike and like something.
 You can also use realia and action to unpack the meanings.

Procedure
 Present two sentences of which one is scrambled and the other is unscrambled. Tell the
students how the letters can be rearranged and give the students other examples.
27
  Do not give them very long sentences.
 Present the examples with previously known words.

Assessment
 Give correct feedback.
 Continuous observation.

Answer key
 Activity 1: Write what you like or dislike.

1. like/ I/ a cat.

I like a cat. Or I dislike a dog

2. a dog/ like/ I.

I like a dog. Or I dislike a dog.

3. I/ a cow/ dislike.

I like a cow. or I dislike a cow.

 Activity 2: Write short sentences about classroom objects
 See the activities and provide possible answers.

28
 Unit 2: Days of the Week
Unit objectives: Upon completion of this unit, students will be able to

 Recite/learn the days of the week in the correct order.

 Identify the days of the week on a calendar.
 Link specific days to familiar events.
 Choose events and actions that make connections with their everyday family routines.
 Sequence familiar events in time order.
 Write the days of the week.

Section One: Listening and Speaking

This unit contains five main sections. Among those five sections in the unit, the first section has
been designed to present listening and speaking skills in English to the students. Under each
section, there are different lessons and activities to present about the days of the week. In order
to enable students to listen and speak about the days of the week, you are encouraged to perform
a number of tasks. Essentially, you present the songs of the days of the week with very projected
voice or prepare other means to deliver the lesson. In addition, you make the necessary follow up
to check whether your students correctly listen to and repeat what you present. Furthermore, you
play a crucial role not only to attract the learners to listening and speaking, but you also control
your teaching by presenting the activities in attractive manner. The activities in this section will
help your students to listen and speak in general and to say and listen the days of the week in
particular. You will need to consider the progress of your students in relation to the teaching
material and time. Moreover, your role is significant in adjusting the difficulty level of each
lesson; perhaps, through contextualization. Very briefly, in this section you will address the
seven days of the week to your students through songs. Before that, you need to familiarize
yourself with such things. Bear in mind that, you will accomplish this section in 4 periods in the
week six.

29
Lesson 1: Listen and repeat the sounds

Lesson objectives: at the end of the lesson, students will be able to

 Listen and repeat the 26 letters and sound of English alphabet.
 Repeat the last sounds in each day of the week.

Subject matter
 Days of the week
 Pronunciation of the days of the week

Materials
 Charts, music, pictures

Presentation
 Ask and remind the students some points from their previous class.
 Example: Can you say letters of English Alphabet?
 What is the date of today?
 Is the date of today Monday or Tuesday?
 Now inform them to repeat after you.
 Give them a chance to say one after another.
 Ask them to say from Monday to Sunday in the correct order.
 Encourage the students to follow along and sing the song.

Procedure
 Connect each day with some activities e.g. Monday vs school, Saturday vs shopping.
 Ask them to sing the song.
 Tell them to look at the song in their textbook.
 Ask their experience on what they do every day.

Assessment
 Can you tell me what you do on Sunday morning?
 Do you remember what you do on Friday?
 Ask them to sing or tell their own song on the days of the week.

30
Answer key

Lesson 1: Listen and repeat

 Consider Activity 1-3 to check whether the students perform correctly.
 Help them to listen/read and repeat the days of the week in their order and in the song as
well.
Lesson 2: Listen and Associate
 Activity 1: Assist your students to match the days of the week with the numbers that show
their correct order.
 Activity 2: Listen to your teacher and match the days of the week with the numbers that
show their correct order.
A B

1. Monday A. 4th

2. Tuesday B. 1st

3. Wednesday C. 7th

4. Thursday D. 2nd

5. Friday E. 5th

6. Saturday F. 3rd

7. Sunday G. 6th

Section 2: Dialogue

The second section of this unit, the dialogue, is mainly prepared to enhance students’
conversation/dialogue. The lesson of the presentation is the seven days of the week. You have a
lion’s share by correctly presenting the designed activities or you can present by adding more
contextualized activities. To ease the lessons, it is much effective to use what students do during
the days of the week. Moreover, you need to encourage your students to learn from the dialogue
in their textbook (see for Activity 1 & 2 on page…) before preparing their own in the classroom.
Finally, this section needs five periods of the week seven. Hence, try to arrange your weekly
lesson plan in line with the given periods.

31
Lesson: Make a dialogue with your teacher

Lesson objective: at the end of the lesson, students will be able to

 Make a dialogue on the days of the week with their partners.

Subject matter
 Days of the week (dialogue)

Materials
 Music, charts, pictures

Presentation
 Ask: what do you know about the week?
 How many days you know in the week?
 Which day is the first day of the week?
 What do you do every Monday?
 Do you go to the Church on Sunday?
 When do you go to mosque?
 Do you remember any music about the days of the week?
 Let you sing, please.

Procedure
 Sing the days of the week.
 Tell your activities from Monday to Sunday.
 Show the calendar.
 Have a show and tell activity using days of the week.
Assessment
 Teacher asks the students basic questions:
 What day is today? (e.g. Today is Friday)
 Are you free on Saturday evening? (e.g. Yes, I am)
 Is it (the school) on Monday/ Friday/the weekend?
 When is your birthday? (e.g. My birthday is this Tuesday)
 Refer to all the activities under activity 1 & 2.

32
Answer key

Lesson 1: Make a dialogue with your teacher

 Let you mentor and observe for their correct performance of Activity 1and 2
Lesson 2: Make a dialogue by using before, after and in between
 Activity 1: Use “before, after and between” to describe the order of the days.

1. after

2. before

3. in between.

4. in between

5. before
 Activity 2: Look at the three pictures and fill (before, after or between) in the blank
space.
 Based on the pictures, collect appropriate answer from your students.

Section 3: Reading

Section 3 of this unit is intended to present initial reading to the students. Reading is one of the
areas that needs much emphasis, especially at lower class. In this section, there is a very short
text about the days of the week. The purpose of the text is to teach the days of the week by
assigning various activities for each day. As usual, your help is very significant to motivate the
students to read the paragraph about the days of the week. There are a number of activities which
are taken from the reading material. As a result, you are advised to engage the students in the
activities. some of them before reading activities whereas others are when and after reading
activities. . Thus, the text can help students to improve various areas of language such as
vocabulary, grammar and comprehension, but the main focus is given to distinguish the days of
the week. As much as possible, try to cover this portion in not more than six periods.

Lesson: Reading about the days of the week

Lesson objectives: at the end of the lesson, students will be able to
 Read the text about the days of the week.
 Distinguish the days of the week.

33
Subject matter
 Reading (days of the week)

Materials
 Passage, charts, pictures

Presentation
 Let them roughly know the stages of the reading.
 Just tell them the importance of employing reading strategies.
 Advise them not to move their necks unnecessarily.
 Inform them to read loud and silent.
 Before students read a text, do the following.
 Try to motivate students to the reading by asking different questions.
 Ask: What is today? Do you come to school on Sunday?
 While reading the text, do this:
 You read them aloud.
 Let them do similar.
 Tell them to answer some questions when you read e.g. Activity 2.
 Give students clear points how to do the questions after the reading.

Procedure
 Talk about the days of the week.
 Recall all the activities done by Tola.
 Ask: what does Tola do on Monday?

Assessment
 Ask the students basic questions:
 What day is today? ( e.g. Today is Friday)
 Are you free on Saturday evening? (e.g. Yes, I am)
 Is there school on Monday/ Friday/the weekend?
 When is your birthday? (e.g. My birthday is this Tuesday)
 Assign students in a pair and ask them to present what they do every day.
 Invite them to read the text again, and to narrate the activities.
 Help them to plan what they can do in the coming week.

34
Answer key

Lesson 1: Reading about the days of the week

 Activity 1: Read the text below and answer the questions
1. Collect possible answers.
2. Collect possible answers.
 Activity 2: As you read the text, complete the table below with information from the text
Days of Monda Tuesday Wednesday Thursday Friday Saturday Sunday
the week y
What Tola Tola Tola plays Tola helps Tola He goes He
does reads listens to football his family learns to washes
Tola do? an stories riddles swimmin his body
English from his from g with his
book father. his sister
mother

Lesson 2: Reading about what you do in days of the week

Activity 1: After you read the text, do the following questions.
 Dear teacher, consider any possible answer for question 1 and 2.
Activity 2: Fill in the chart what you do in the days of the week. Look the example on Saturday.
 Dear teacher, collect any possible answers from the students to fill in the chart.
Days of the week What do you do?
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday I go for shopping
Sunday

35
Section 4: Word Study

Dear teach, try to prepare yourself to present some words and phrases that can be used with the
days of the week. In order to achieve this section, a number of activities are already presented in
the students’ textbook. Let you devise your own way of mechanism which is more creative and
productive to enable your learners to distinguish days of the week. Five periods are already
allotted to cover this section.

Lesson 1: Filling the gaps from the days of the week

Subject matter

 Word study (days of the week)

Materials

 Large calendar
 Days of the week written on index cards
 Days of the week read-aloud book
 Abbreviations of days of the week’s written on index cards
 Days of the week video
 Lesson instructions
 Weekday Song
Presentation

 Show the students the large calendar and ask them to take turn and talk with their
neighbour about what they see on the calendar.
 Call on a few students to share out their responses.
 Use a song that will help them learn the days of the week.
 Sing the song with the students a few times and point to the days on the calendar as they
sing.
Procedure

 Ask: what do they do from Monday to Sunday?

Assessment

 Teacher asks the students basic questions:

36
  What day is today? ( e.g. Today is Friday)
 Are you free on Saturday evening? (e.g. Yes, I am)
 Is Monday/ Friday/the weekend? school day?
 When is your birthday? (e.g. My birthday is this Tuesday)
Answer key

Lesson 1: Filling the gaps from the days of the week

Activity 1: Fill in the gaps with the correct day

2. Friday

3. Wednesday

4. Thursday

Activity 2: Read the words aloud.

 Give necessary attention to activity 2.
 Activity 3: Write three sentences in the blank spaces
 Consider any possible answer according to the example in students’ textbook.

Lesson 2: Arrange the scrambled words

Activity 1: Write the scrambled days of the week correctly as in the example.

Scrambled Unscrambled

edenysaW Wednesday

oManyd Monday

uesTyda Tuesday

truSadya Saturday

yidFar Friday

hdusyTra Thursday

Snuady Sunday

37
Activity 2: Write the name of the day that begins with the following letters.
 M-Monday
 T-Tuesday
 W-Wednesday
 T-Thursday
 F -Friday
 S-Saturday
 S-Sunday
Section 5: Writing

Dear teacher, as a writing skill is an issue to produce a given task, in every unit of the textbook
you are highly encouraged to motivate the students towards writing words, phrases, sentences or
a short text. Although this is their second time to practise an initial writing, students need various
strategies to get involved in the writing. To this end, there are some lessons and activities already
prepared, but you need to motivate each student to participate in doing the writing activities. To
the point, continue writing relatively longer words, phrases and short sentences. “The days of the
week” is the effective topic and context chosen to deliver the writing session for this section.
You are expected to cover this section in five continuous periods.

Lesson 1: Matching the days of the week with their correct order

Lesson objectives: at the end of the lesson, students will be able to

 Write the days of the week with their correct number.

 Write your birthday or complete in the form of conversation.
Subject matter
 Writing (days of the week)
Materials

 Days of the week written on index cards

 Days of the week read-aloud book
 Abbreviations of days of the week’s written on index cards

38
Presentation

 Make the class recall the seven days of the week.

 Create how students can recall the sequences of the seven days of the week.
 Use a song that will help them learn the days of the week.
 Sing the song with the students a few times and point to the days on the calendar as they
sing their names.
 Before writing about the days of the week, ask some questions: Do you know the day of
your birth? Do you know the day when you go for shopping?
Procedure

 Remind what they have read about the days of the week in the reading sections.
 Remind them all the essential words they have studied under word study.
 Remind the song to remember the sequences of the days of the week.
 Ask: What do you know about the days of the week?
 Why do we need to write the days of the week?
 Create your own way of teaching to write the seven days of the week.
Assessment

 Follow up
 Check spelling
 Observation
 Participation
 Ask: When do you take English quiz? (On Thursday) What day is today? ( e.g. Today is
Friday) Are you free on Saturday evening? (e.g. Yes, I am) Is it (the school) on
Monday/ Friday/the weekend?
Answer key
Lesson 1: Matching the days of the week with their correct order
Activity 1: Match the days of the week with their correct number.

39
 A B

1. Monday A. Fifth

2. Tuesday B. Second

3. Wednesday C. Seventh

4. Thursday D. First

5. Friday E. Third

6.Saturday F. Sixth

7. Sunday G. Fourth

Activity 2: Fill in the missing letters to spell the days of the week correctly.
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
Activity 3: Write the days of the week in their correct order.
Incorrect order: 1. Friday 2. Sunday 3. Monday 4. Thursday 5. Wednesday 6. Tuesday
7. Saturday.
Correct order: 1. Monday 2. Tuesday 3. Wednesday 4. Thursday 5. Friday 6. Saturday 7.
Sunday
Lesson 2: Writing sentences

 Dear teacher, for the lesson 2, please collect the possible answers from the students.

40
 Unit 3: Traffic Lights
Unit objectives: Upon completion of this unit, students will be able to

 Memorize/recite the traffic light colors with their meanings.

 Write the colors of traffic light.

 Use words to state color meanings of the traffic light.

 identify words related to significant road signs

 Identify what each color in the traffic light means.

 State/define words associated with traffic rules.

 Link specific colors to actions of pedestrians and drivers.

 Link the traffic light colors to classroom rules.

 Tell and demonstrate the meaning of the traffic light signs in English.

Section 1: Listening and Speaking

As has been mentioned, the main intention of this section is to improve students’ listening and
speaking expected of them. You are going to use the Traffic light colours as a main topic to
present the lessons and activities. It is essential to display the traffic lights and talk about what
the children know about traffic lights. However, in order to familiarize students from country
side colours of cloth and shoes are presented in their textbook to bridge the gap. Therefore, your
role is very crucial as usual to pronounce the three Traffic Light colorus i.e. green, yellow and
red. It is mandatory to conduct repetition drill with proper pronunciation. Gently reminder is
that your lesson should consider any type of disable students.

Lesson 1: Listen and practice the letters.

Lesson objectives: at the end of the lesson, students will be able to

 Listen and repeat words referring to traffic light colours.

 Pronounce the sounds of traffic light colours i.e. red, yellow and green.
Subject matter

 Traffic colour lights (pronunciation)

41
Materials

 Pictures
 Audio and/or video
 Total physical response (TPR)
Presentation

 First, let you introduce the three colours (red, yellow and green) from the objects in the
classroom.
 Try to show a little video or picture relating to the traffic signs
 Sing a song about Traffic Lights from students’ textbook.
 Use it if there is a possibility to use audio or video for the same song in the text.
 Ask students to sing the song with you.
 Ask students point to the colours as they sing from their text or from blackboard.
 Instruct the students to read, listen and say the words (red, yellow / amber, green).
 Instruct the students to listen to pronunciation of the Traffic Light colors.
 Conduct repetition drill with proper pronunciation see for the chart below:
Words pronunciation

Red /red/

Yellow /jeləu/

Green /gri:n/

 Implement Total physical response (TPR): the kids stop moving in the class when they
see the red color card…
 Prepare and use eye-catching posters as prompts when playing a listening game.
 Display the traffic lights and talk about what the children know about traffic lights.
Procedure

 First, give the students the traffic light cues.

 Assist the students to pretend or act like vehicles (pay attention for the rural students who
have less experience about vehicles).

42
  Instruct other groups of students to recite poem as group in unison.
 Give due attention that those students pretending like cars/vehicles must behave
according to the traffic lights (colours).
 Encourage the students to distinguish the role and the orders of each traffic colour.
Assessment

Ask the students the following questions:

 What colour means to Go for drivers?
 What colour means to Go for pedestrians?
 What colour means to Stop?
 What the colour yellow tells them to do?
 You can also ask the students like this: Are traffic lights important?
 Instruct the students to draw a sign, colour it and tell him/her one thing about it.
 Motivate your student to spell /write out a key word correctly e.g. red; yellow; stop.
 Ask them to match the colours and their meaning.
Dear teacher, there is a well-contextualized reading passage called ‘Abdi and his mother’s
advice’ to present about traffic light colours between Abdi and his mother. So, you are kindly
requested to refer to page___to ease this unit.
Answer Key
 Make necessary observation and consider all the possible answers for Activity 1 to 3.

Section 2: Reading

The target of this section is mainly to present the reading to the students through the Traffic light
colours. The section contains various lessons composed of several activities in different
modalities. Attempts have been made to design reading materials that match the theme and text
type to satisfy this specific section. However, you have fully privileged to create your own
reading text and use additional contextualized materials to teach the reading lesson using other
reading resources. Although the intention of this section is to teach reading comprehension, you
also need to consider simple tense to talk about activities, reading aloud and teach integrated
skills. Finally, in case there are students who need special need, consider them by preparing
inclusive lesson.

43
Lesson 1: Read and answer about the traffic light colours

Lesson objectives: at the end of the lesson, students will be able to

 Identify the names, the colour and the sounds of traffic light.
 Explain the meaning of the three-traffic light colours.
Subject matter
 Reading (traffic light)
Materials

 Pictures, texts, charts

Presentation

 You display a picture of the traffic lights (signs) describing what each sign means.
 Assist the students to write out a word /phrase /short sentence on traffic light.
 Help the students to differentiate how each word of traffic light colours begins e.g. r; g; y.
 Assist the students to read the short text and answer the comprehension questions.
 Present short reading comprehension using the present simple tense to talk about
activities on different colours of traffic light (reading, writing, speaking skills integrated)
 Do the following before students read:
 Ask some questions: what do you know about traffic light? Do you know the colours of
traffic light?
 While reading, encourage them to answer the comprehension questions.
 Help them to read again and aloud.
Procedure
 Guide the students what they can do before, during after they read.
 Inform them to use the picture as a clue.
 Unpack the key words in the reading text by using pictures and context.
 Ask very motivating questions to the students, especially before they read the text about
Abdi and his mother on the advice about Traffic light.
 Read the text aloud to the students with some prediction questions at certain points to
monitor comprehension.

44
Assessment

 Give students a worksheet that has traffic sign on one side and on the other separate
boxes that describes each sign.
 Then, encourage the students to match it.
 Instruct the students match the signs to their meaning.
 Students are asked to match words with a picture e.g
 Stop vs red
 Wait vs yellow
 Go vs green
Answer Key
Activity 2:
1. B
2. E
3. A
4. C
5. F
Activity 3:
1. Stop
2. Wait
3. Go
Activity 4:
1. Accept any possible answer.
2. Accept any possible answer.
3. Red means stop; yellow means wait; green means go.
Activity 6:
Abdi’s mother advice Which traffic light?
She tells him to stop whenever he sees__________ traffic light. Red
Whenever there is a _______ light, it means wait and prepare to go. Yellow
Every pedestrian should stop when there is a sign of a _____ light. Red
A ________light is to wait and prepare to go. Yellow
A ____________ colour means you can go and run away. Green
Activity 7:
A. I should stop walking.
B. Nom because yellow traffic light means wait.

45
Section 3: Writing
This section contains three lessons and several activities to enhance students’ writing skills. The
lessons are designed not only to present the writings on traffic light colours; rather, there are
language elements, such as simple present tense, vocabularies and spelling. You help the
students to participate in different modalities of writing. For example, let the students match the
traffic light colours with their meaning in the space provided and fill some blank spaces.
Students are not requested to write complex or compound sentences. Let you instruct them to
write some words from the traffic light issues and simple sentences connected to their previous
lessons. As usual, you are responsible to present your lesson inclusively to benefit special need
students.
Lesson 1: Write about traffic lights

Lesson objectives: at the end of the lesson, students will be able to

 Write the meaning of traffic light colours.
 Write simple and short text.
Subject matter

 Writing (Traffic light)

Materials

 Charts, pictures, video/audio, poster

 Large Paper (black, red, yellow, green, blue, white…)
 Large chart paper with ― The Traffic Light poem printed on it
 Printed transcript of the text lesson Traffic Lesson for Kids: Rules and Safety and hard
copies of the lesson.
 Traffic Light Audio/video equipment
 Visual aids/Pictures / showing common road signs (including):
 Caution
 Stop sign
Presentation

 Conduct spelling and capitalization exercises.

 Conduct dictation exercise on key words e.g. zebra, yellow, green, red

46
  Assist students to write the meaning of each sign under a picture given.
 Example: The red light says ______. The_______ light says WAIT. The green light
says____
 Continue writing relatively longer words, phrases and short sentences.
 Encourage students write/spell out traffic light colors/words.
 Help them to match Traffic light meanings with colors (match color& meaning)
 Spelling: Print the correct letter in the space for each word.
Procedure

 Advise students to talk and write about colours in the classroom.

 Let them write the traffic light colours as they remember first.
 Then, advise them to write traffic colour in their correct order.
 Now give them any topic in which they can write.
Assessment

 Trace and copy traffic lights colors

 Write the meanings of traffic lights in order:
 Red _____________
 Yellow/Amber _________
 Green __________
 Put the jumbled colours of traffic lights in the correct meanings
 What do you do when you see red/yellow/ green light?
 What does red/yellow /green mean? _______
Answer key
Activity 1: Match the traffic light under A with their meaning under B
1. B
2. A
3. C
Activity 2: Fill in the blank space by choosing words from the word bank
1. Stop
2. Green
3. Green
4. Yellow
5. Red
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Activity 3: Write a short answer for the following questions as in the example.

2. I stop when I see yellow traffic light.

3. I go when I see green traffic light.

Dear teacher, you can collect any possible sentences from your students for the above activity.

Section 4: Word Study

This section is the continuation of the previous sections under this specific unit. Although the
target of the lesson is mostly to present words related to the traffic light, there are possibilities to
extend and present the activities in integrated way. As a result, when you introduce new words,
try to use different strategies like, pictures or other visual colours.

Lesson 1: Make a sentence

Lesson objectives: at the end of the lesson, students will be able to

 Identify specific words to construct simple sentences on traffic light.

 Use appropriate vocabularies when writing short text.
Subject matter

 Word study (Traffic light colours)

Materials

 Image of a cross walk (Image from the lesson).

 Cross walk sign (showing ‘walk’ and ‘don’t walk’).
 Coloring-in pages with full page images of common road signs; Posters.
Presentation

 Encourage students to use appropriate words to talk about traffic light.

 Present related words and phrases of Traffic lights vocabulary:
 Example: red, green, yellow, amber
 yellow light, red light, stop light, green light
 cross a street, caution, be careful, stop, walk, yield, wait, zebra
 Teach key words: Pedestrian, cross walk, Zebra, Traffic,

48
Procedure

 Give students a range of directions, instructions and messages in structured and

meaningful ways to use the words in traffic light.
 Assist them to identify correct words to solve problems during traffic light.
 Encourage students to integrate those traffic light words to use with appropriate grammar,
vocabulary and tone.
Assessment

 Provide the students exercises to learn what each word associated with traffic light mean.
 Instruct the learners to match the word with the pictures.
 Coach each student to name the traffic signs.
 Use any possible teaching aid e.g. flash card exercise about traffic lights colors
vocabulary.
Answer key

Activity 1: Say each of these words in a chart and make your own sentences as in the example.

yellow light cross a street

red light Zebra

green light Wait

walk Pedestrian

caution Stop sign

Example: I always use zebra to cross a street.

 Dear teacher, please entertain any possible answers from your students as in the example.
Activity 2: Learn the following vocabularies from the picture.

 For this activity (2), based on the picture students are going to mention the words after
they identify from the picture. You can also collect any related and possible answers from
your students.

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Section 5: Expressions/dialogue

It is the matter of fact that, this section is not going to present any new lesson. However, the
lessons and activities are presented in a way that students can practice a dialogue with their
partner with the already obtained skills. Therefore, you are highly encouraged to create a
conducive environment in which your students can conduct a conversation specifically on traffic
light or another. Moreover, you need to motivate and initiate your students to express their ideas
and opinions using a wide range of vocabulary on the traffic light. However, this time, you still
continue familiarizing your students introducing some new words, correct grammar (simple
present tense) and to speak loudly. Finally, give due attention; in case, there is a hearing
impairment student in your class. This section takes about three periods to be covered.

Lesson: Practise the dialogue on traffic lights

Lesson objective: at the end of the lesson, students will be able to

 Make a conversation on a traffic light and other related issues with their partner.
Subject matter

 Expressions (Imperative and present tense)

Materials
 Large chart paper.
 Printed transcript of the text lesson Traffic Lesson for students: Rules and Safety and
hard copies of the lesson.
 Traffic Light Audio/video equipment
 Visual aids/Pictures / showing common road signs (including):
Presentation
Because you have already used traffic light colours in different sessions, you can relax
and make this way: create a context.
Ask: what do you do when traffic light turns red?
 Turn left/right at the traffic lights.
 Don’t turn right at the traffic light.
 Stop when the traffic light turns red.

50
Procedure
 Explain the meaning and the difference between traffic light colours to the class.
 Create a context in which some students can pretend like cars, others as a traffic light and
other as pedestrian.
 Try to arrange to visit traffic light if there is a possibility.
 Present cards in three colours i.e. red, yellow and green and let students read according to
the meaning.
Assessement

 Observation.
 Conduct various conversations.
Answer key

 Consider all the possible answers based on the activities.

51
 Unit 4: Forest
Unit objectives: Upon completion of this unit, students will be able to

 listen to the names of different parts of a tree and repeat after the teacher

 understand the functions of root, stem and leaf

 comprehend the benefits of trees from the pictures in the text book

 use the above articles before different singular countable nouns correctly

 name the different functions of parts of a tree

 explain how trees help human beings to stay alive

 use the words in the blank spaces given in sentences

 copy down the lower cases, middle cases and the upper cases in the word “plant”
correctly

 complete sentences with one word

Section 1: Listening and Speaking

The purpose of this section is to teach listening and speaking by creating the context on the
importance of plants or forests. Consequently, in this section you need to focus on the
improvement of various language competencies of the students at this stage. Listen to a test and
tell the main idea of the text. For instance, you present the activities in which students fill in
blank spaces while-listening a talk and pronounce correctly the list of words from their textbook.
In addition, this section embraces that you encourage students to ask and answer questions. As
much as possible, try to present the lesson in integrated approach but give due attention to main
focus areas of the content e.g. let the students listen and repeat new words with appropriate
pronunciation. To attain the need of all your students, the mode of your presentation must be
inclusive for those students who need special support too e.g. hearing impairment.

52
Lesson: Identifying Short and Long Vowel Sounds

Lesson objectives: at the end of the lesson, students will be able to

 Pronounce short and long sounds alone correctly.

 Distinguish some vocabularies used in speaking and writing about forest.
Subject matter

 Listening and speaking (forest)

Materials

 Articles from text, pictures

Presentation

 Assist the students to be in groups

 Speak about importance of trees (shade, firewood, habitat for birds, construction, making
furniture/table, etc.)
 Ask questions: What does a tree have?
 A tree has….
 What do we use a tree for?
 We use a tree for
 Give the students different words with different articles and let them drill as repeatedly as
possible.
 Help them as they individual work and copy down list of words.
 Whole class discussion on the meanings of these words e.g. root, leaf, timber…
Procedure

 Pre-listening –Prepare yourself well before coming to class and pronounce each word as
correctly as possible.
 While listening - point out to the picture of the tree and forest.
 Help the students to say out the name of the parts of the tree after you individually.
 Post-listening – Prepare different activities that can engage all the students e.g. true or
false and fill in gaps activities.

53
Assessment

 Check whether students are able to listen and repeat short and long vowels.
 Find out errors when students repeat pronouncing each word after you and give feedback
by asking one of the students to pronounce it correctly.
Answer key
 Try to check whether students properly repeat and do the activities.
 Collect and encourage all possible answers.

Section 2: Expressions/dialogue

The main target of this section is to attract the learners to participate in the dialogue called the
Importance of Forest. Because this topic has been already raised under the above section,
students do have experience to immerse themselves into the dialogue. However, your
contribution as English language teacher still remains important. You can still provide and
remind some important vocabularies e.g. leaf, stem, root... from the forest to motivate them to
the dialogue. In order to achieve the presentation and the appropriate delivery of this section, let
you present all the lessons and activities one after another. Finally, remember to plan and cover
this section in three periods.

Lesson: Making a dialogue

Lesson objective: at the end of the lesson, students will be able to

 Practice a dialogue on the importance of forest and related issues.

Subject matter
 Conversation (importance of forest)
Materials

 Text, picture, video

Presentation

 Ask this: Do you know the importance of trees? Do you know tree is important for
habitat for birds, construction and making furniture/table?
 Ask any wood products in the classroom: chair is made up of?

54
Procedure

 Divide students in group or in pair.

 Then, let some asks the question and others answer about trees/forest.
 Make follow up to help the vocabularies they employ.
Assessment

 Observation
 Participation
Answer key
 Consider all possible answers.

Section 3: Word study

This section mainly presents word related to forests (e.g. forests, jungle, wood, timber, trees,
plants, branch, leaves, roots vegetation, etc.). Although the purpose of the section is to give main
focus on word study, there are a number of activities that enables you to improve the integrated
skills of the students at this age.

Lesson: Practise saying the words

Lesson objectives: at the end of the lesson, students will be able to

 Listen and repeat to some new words.

 Associate the names of objects with their words.
Subject matter

 Word study
Materials

 Pictures, live trees, leaves…

Presentation

 You read the three words (e.g. stem, root, leaf) very carefully and the students practise
reading the words after you.
 Read out the three sentences that describe the functions of the root, the stem and the leaf
of the tree.
55
  Ask: do you know tree in your environment?
 Show them some tree around the school.
Procedure

 Ask them different questions: What does a tree have? A tree has….
 What do we use a tree for? We use a tree for....
Assessment

 Check whether students are able to read out words with short and long vowels.
 Find out errors when students repeat pronouncing each word after you and give feedback
by asking one of the students to pronounce it correctly.
 Follow up and correct.
 Listen to the pronunciation of the students and give correction if you find errors.
 Answer key
 Consider the possible answers from the students.

Section 4: Reading
The target of this section is to improve students’ reading skill. In order to attain the objective of
this section, a reading passge called ‘Importance of the Forest’ has been prepared for you. To
that end, there are a number of activities already designed in this section. The section has
included the words stand”,: “prepare” and “absorb” and identify two countable nouns that go
with indefinite article :”a” and another two countable nouns that go with indefinite article “an”
use indefinite article “a” or “an” before four countable nouns given in the textbook. Thus, your
creativity and flexibility can ease your lesson. You do not forget to present the material in a way
that is convenient for visually impaired students. You would cover this section in not more than
six periods.
Lesson: Reading about the importance of forest
Lesson objectives: at the end of the lesson, students will be able to
 Read the text.
 Discuss what they have read with a partner.
Subject matter
 Reading (Importance of Forest)
Materials
 Pictures, charts, articles…

56
Presentatation
Try to present in three stages:
 Pre-reading – Whole class discussion to do brainstorming activities and the teacher reads
aloud list of words taken from the passage on forests.
 While reading – True/False & blank filling questions based on the text.
 Post reading – answer short answer questions on the passage
Procedure
 You read sentences that describe the functions of the root, the stem and the leaf of the
tree.
 Ask the students to read out the words with articles as repeatedly as possible and the
students repeat after you.
 Explain how to use each article in simple English or using a local language in a
controlled way.
Assessment
 Observation
 Check and follow up.
Answer key
Lesson 1:
Activity 1: Talk with a partner about the following.
 Dear teacher, collect and consider possible answers for activity 1.
Activity 2: As you read, say True or False in the blank space.
2. True
3. True
4. False
Activity 3: As you read the text, match each question whether it is about the plant or forest.
1. A
2. B
3. B
4. A

57
Lesson 2: Use a or/and an
Activity 1: Read and point out “a and/or an” in the text above.
a an
a human an animal
a global warming
a significant
a huge

Activity 2: Name the objects in the pictures with a or an

2. This is a/an exercise book. This is an exercise book.
3. This is a/ an orange. This is an orange.
4. This is a/ an chair. This is a chair.
5. This is a/ an blackboard. This is a blackboard.
Activity 3: Match “a or an” with the name of professionals.
2. a farmer
3. a barber
5. an artist
6. a teacher
7. an engineer
8. a shopkeeper
Activity 4: Tell three sentences about the importance of forest in your village to your friend.
Dear teacher, for activity 4, collect any possible answer and encourage all students to tell
the importance of forest/trees to their partners.
Section 5: Writing
In the previous units and sections, you have presented writing lessons and activities in different
modalities. Likewise, this section is planned to teach writing of different words, sentences and
short texts. As a result, your contribution is more meaningful not only to present the activities in
their textbook but you are responsible to devise effective mechanism to attract your learners in
the writing process with any activities. For example, you guide your students by writing words
with correct spelling, consider upper and lower cases, write sentences with correct punctuation
and capitalization. You also present the grammar section ‘a and an’. In order to entertain all
58
these, adequate activities are already provided in the student’s textbook one after another.
Further, try to consider that your presentation could satisfy all students with special need. Lastly,
you are expected to accomplish this section within six periods though flexibilities are inevitable.
Lesson 1: Writing Sentences
Lesson objective: at the end of the lesson, students will be able to
 Write words, sentences and short texts correctly.

Subject matter
 Writing

Materials
 Pictures of trees, charts…
Presentation
 Say: This week we have many interesting writing issues about Importance of the
trees/forest. Do you know forest?
 Ask the students to write words, sentences and short text.
 Give them some words from the reading text.
Procedure
 Guide the students in recalling the story on the importance of forest.
 Ask questions that can remind some words and sentences in the text.
 Divide the class into small groups. Each group will combine phrases to make sentences.
Each group should write two sentences. The sentences should make sense. Each sentence
should begin with a capital letter and end with a period.
 Have groups present their outputs. Guide the class in giving feedback on whether the
sentences formed make sense.
 Do the same to practice writing a paragraph.
Assesment
 Check the clarity of the lesson by asking some additional cases on the blackboard.
 Collecting learners’ exercise books to give written corrective feedback on learners’
attempt.

59
Answer key
Lesson 1: Writing Sentences
Activity 1: Write sentences on the following names of professionals by using “a or an”.
Nurse
Farmer
Engineer
Actor
teacher
Example: She is a nurse.
1. He is an engineer.
2. He is a farmer.
3. He is an actor.
4. She is a teacher.
Activity 2: Complete the following sentences from the text “The Importance of Forest”.
1. Forest has great advantages for both animal and human being.
2. Plants absorb water from the soil through their roots.
3. The second importance of forest is to maintain the tempreture and oxygen level of the
atmosphere.
4. Forest helps in preventing a global warming.
Lesson 2: Write sentences and short text
Activity 1: Write five sentences about the importance of forest or trees and discuss with partner.
For both activity 1 and 2, consider any possible answers.

60
 Unit 5: Food Crops
Unit Objective: Upon completion of this unit, students will be able to:

• Listen and write words

• Listen and label pictures
• Listen and match words and pictures
• Listen and identify consonants and vowels in words
• Say words aloud
• Identify sounds/letter at the initial and final part of a words
• Speak about their favourite food
• Identify subjects and verbs
• Identify words showing number or mount of something
• Identify subjects and verbs in short sentences
• Identify and write different types of sentences
• Identify and use end marks.
• Unscramble sounds to make words
Section 1: Listening and Speaking

The main purpose of this section is to develop the listening and the speaking ability of learners
in English. For this purpose, some listening and speaking activities are presented under listening
and speaking lessons. Therefore, engaging the learners in each activity properly is vital to
achieve the main goal of this section in general and each lesson under this section in particular.

Lesson 1: Listening and writing words

The learners will be able to write words, match words and pictures as they listen . They will also
be able to identify consonants and vowels in words while listening

Subject matter:

 Listening and writing words

61
Material

 List of words and pictures

Presentation

 Read each word related to food crops aloud and direct learners to match the words they
listen and pictures that represent them in their text book.

Procedure

1. Introduce the learners to the topic of the unit ( food crops) in the form of question and
answer . For example, ask them what food crops are orally ,and elicit what they say on
the chalk board
2. Tell them the meaning of food crop using examples like maize , wheat , oranges etc.
3. Direct them to look at the pictures under activity 1 in their textbook and copy the
incomplete sentences presented on the right side of the pictures .
4. When they finish copying , tell them to read the sentences
5. Then tell them to listen and complete the sentences with words or phrases they listen
6. Ask them to tell their answers to their classmates
7. Write their answers on the chalk board and evaluate their success in doing the activity
Assessment

 Assess their progress in listening and writing words based on their answers
Teacher’s Activity:

 Reading names of some food crops aloud

 Direct them to look at the pictures of food crops and read the incomplete sentences
 Tell them to copy the incomplete sentences
 Then, tell them to listen and write the words on the blank spaces
 Now read each of the following words with normal speed and pause whenever necessary
 wheat , maize , avocado , tomatoes ,cabbage , pine apple , carrot , beans , lintel ,
 When they complete the activity , ask them to tell the answers to the class .
 Write the correct answers on the chalk board as they tell their answers

62
Answers

1.Maize 2. Wheat 3. Tomatoes 4. Avocado 5. Cabbage 6. Beans

7.Pine apple 8. Lintel 9. Carrot
Lesson 2: Listening a short text

The learners will be able to complete sentences as they listen a short text

Subject matter:

 Listening a short text and completing sentences

Material

 A short text on food crops for listening

Presentation

 Introduce the lesson of the day : Listening and completing sentences .

 Direct them to listen a short text on food crops , and read the short text presented in this
book for them
Procedure

1. Introduce the lesson of the day ,listening a short text and completing sentences
2. Tell the learners to read the incomplete sentences presented under Activity 1 in their text
book before they listen to you reading a short text on food crops
3. Direct them to copy the sentences as they shouldn’t write on their text book
4. Tell them to get ready for listening
5. Direct them to complete the sentences with words they listen in the short text
6. Read the short text with normal speed and pause whenever it is necessary .
7. Inform them that you are going to read the text again and
8. Encourage them to listen once more and correct their answers if they have made
mistakes
9. Ask them to tell their answers to the class turn by turn .
10. Write the correct answerers on the chalk board

63
Assessment

 Their answers will give you an insight to see their listening ability and help you to shape
your future teaching accordingly.

Teacher’s Activity 1

 Read the following text on food crops for the learners to complete the sentences they
copied from their text books as you have told them according t o the procedures
presented above .

 Read the text again for them to get opportunity to check and correct their answers for
completing the sentences

 Ask them to give their answers to the class and write the correct words or answers on the
chalk board and give them relevant feedback like appreciating for correct answers etc

Food Crops

The term ‘Food crops’ refers to plants, which provide food for human consumption, cultivated
by men and women engaged in the field of farming or crop growing. Food crops mainly
constitute of cereal, legumes, vegetables, tubers and fruits. Wheat, rice, cereals, millets, and
maize are some important food crops. Other food crops include root crops such as potatoes,
reddish, carrots and sweet potatoes. Vegetables are also food crops and among these can be
mentioned cabbages, latus, and spinach. Thus, Food crops form the overall diet of a nation

Answers

1.Food crops 3. sweet potatoes 5.the overall diet

2. legumes 4. spinach

Teacher’s Activity 2

1. Tell them to copy the table presented under “activity 3” in their text book
2. Direct them to read the categories of food crops in 4 columns of the table and the
examples given for each category or group
3. Tell them to get ready for listening lists of names of food crops

64
4. tell them to write the names of food crops they listen from you under their categories in
the table
5. Now , read the lists of the names of the food crops listed bellow one by one
6. Give them few minutes to write the words they listen under their categories
7. Ask them to tell their answers to their class when they complete the activity
8. Write the correct answers on the chalk board for them to refer

Lists of the names of food crops you read

1. cabbage
2. Pine apple
3. Rice
4. Beans
5. Peas
6. Lentil
7. Maize
8. Orange
9. Sweet potato
10. Carrots
Answers

vegetable Fruit Legume Cereals Root vegetables/tubers

Eg. Cabbage Pine apple

Orange Beans

Peas

Lentil Rice

Maize Sweetpoteto

Carrots

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Lesson 3: Speaking

The general purpose of this lesson is to enable learners to pronounce some names of food crops
and short sentences accurately.

Subject matter:

 Listening and repeating words and short sentences

Material

 Lists of some names of food crops and short sentence s

Presentation

 Say aloud the names of the food crops and some short sentences listed
 Encourage the learners to say the words or sentences aloud after you
Procedure

1. Introduce the lesson of the day –Listening and repeating words and sentences

2. Read aloud the words and the short sentences listed and encourage the learners to repeat
after you

3. Check their pronunciation as they repeat the words and the sentences after you

4. Correct their pronunciation if they mispronounce any word or sentence just by correctly
pronouncing the words

Assessment:

 Listening and checking their pronunciations

Teacher’s Activity 1

1. Tell them to repeat each word after you when you say aloud each of the words listed
bellow
2. Now , Say aloud each of the words listed bellow
3. wait for them to correctly repeat each word after you
4. Repeat pronouncing each word aloud at least twice

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 5. Listen their pronunciations attentively to correct when there is any mis –pronunciations
of words
A. The words you say for them
Maize
Rice
Carrot
Pine apple
Barley
Teacher’s Activity 2

1. Here, you read aloud the sentences 1-5 listed bellow

2. Follow the activates listed under the teacher’s Activity 1 above
3. Don’t forget to listen and check their pronunciations of the sentences
Sentences you read for the learners

1. I like pine apple

2. She likes potato

3. He likes carrot.

4. I don’t like rice

5. She doesn’t like cabbage

Lesson 4: Asking and Answering questions

 The learners will be able to interact with their friends by asking and answering a
question
Subject matter :

 Asking and answering question about favorite food

Material

 Alternative questions and alternative ways of answering a question

67
Presentation

 Introduce the lesson of the day : Asking and answering question

 Write the alternative questions and ways of answering on the chalk board ( They are
presented under “Activity 3” in lesson 3 in students’ text book

Procedure

1. Introduce the lesson

2. Explain the meaning of the word “ familiar “ ( meaning common or well known) before
you engage the learners in the activity

3. Write the alternative questions and answers on the chalk board

4. Tell them the possibility of using one of the questions and one of the ways of answering
the questions

5. Tell the learners the necessity of exchanging a role with their friends. (Taking turns)

6. Motivate them to interact

7. Move around to check their activity or performance

Assessment

 Check if they use the questions and ways of answering properly and accurately. Give
them relevant feed back as you move around .

Teacher’s Activity 3

1. Follow the procedures listed above

2. Encourage the learners to ask and answer the question properly

3. Give them enough time to practice such activity

4. After they practice well , motivate them to ask and answer the questions aloud so that you
and their classmates listen what they say

5. Assess their ability to ask and answer the question given effectively .

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Section 2 : Reading

The main goal of this section is to develop their reading skill in general and to reinforce their
ability to read the upper and the lower case letters of English (Capital & small letters)

Lesson 1: Reading and saying upper and lower case letters

 Students will be able to say the upper and the lower case letters accurately
Subject matter:

 Reading aloud the upper and lower case letters

Material

 Lists of upper and lower case letters in students’ text book

Presentation

 Introduce the lesson : pronouncing the letters

 Reade aloud each capital and small letters

 Encourage them to say each of the letters after you

Procedure

1. Introduce the lesson

2. Direct the learners to repeat each lower and upper case letters after you

3. Listen and check their pronunciations

Assessment

 Check their reading and saying aloud the letters

Teacher’s Activity 1

1. Follow the procedures listed above

2. Direct the learners to see the letters listed under “ Activity 1” in their text book

3. Tell the learners to read the capital and the small letters out aloud

4. Tell them to say aloud the letters after you

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Teacher’s Activity 2

1. Direct the learners to read the vowels and the consonants in some of the food crops
under “ Activity 2” in their text book .

2. Say aloud the vowels and the consonants listed under “ Activity 2” and encourage the
learners to say them after you

Teacher’s Activity 3

1. Direct the learner to read the words under “ Activity 3 .

2. Tell them to say such words aloud after you

3. Then tell them to underline the vowels in the words listed under “ Activity 3”

4. Now tell them to segment the vowels with the consonants that come before them in the
words they have pronounced

5. Move around and check what they have done .

Lesson 2 : Reading words aloud

 The learners will be able to read aloud some words related to food crops accurately
Subject matter:

 Reading words aloud

Material

 Lists of words in students’ book

Presentation

1. Introduce the lesson : Reading words aloud

2. Reade aloud each word listed in the text book

3. Encourage them to say each of the words after you

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Procedure

1. Introduce the lesson

2. Direct the learners to repeat each word after you
3. Listen and check their pronunciations
Assessment

 Check the accuracy of their reading and saying the words aloud
Teacher’s Activity 1

1. Direct the learners to read the words listed under Activity 1

2. Read the following words aloud and motivate them to say each after you

3. Listen to them attentively to check the accuracy of their pronunciations of each word

Corn maize wheat barley teff beans sorghum rice )

Teacher’s Activity 2

1. Encourage them to read aloud the consonants and the vowels in the names of the food
crops listed above

2. Read the consonants and the vowels in each of the above words and motive the learners
to say them after you

Lesson 3 : Reading and matching

The learners will be able to read some names of food crops and match them with pictures that
represent them.

Subject matter:

 Reading words and matching them with pictures

Material

 Lists of names of food crops and pictures that represent them

Presentation

 Introduce the lesson : Reading words and matching them with pictures
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  Reade the lists of the names of food crops listed under lesson 3 in students’ text book
 Direct the learners to look at the pictures of food crops presented under the lists of names
of food crops
Procedure

1. Introduce the lesson

2. Read the lists of words under lesson 3 once
3. Tell them to read the words and look at the pictures under the list
4. Now direct them to copy the numbers and the blank spaces beside each number
5. Then , tell them to write the appropriate word parallel to the number that represent each
picture
6. When they complete matching ask them to tell their answers to the class
7. Write their correct answers on the chalk board
Assessment

 Their answers can help to assess their vocabulary knowledge

Answers

1. Maize
2. Wheat
3. Barely
4. Rice
5. Sorghum
6. Spinach
7. Beans
8. Carrot
9. Banana
10. Cabbage
Section 3: Writing

The purpose of this section is to develop the writing ability of the learners through different
activities such as writing words, phrases and short sentences . Thus , engaging the learners in all
activities appropriately and effectively is vital to achieve the intended goal of this section
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Lesson 1: writing words, phrases and short sentences

 The learners will be able to write words, phrases and short sentences accurately
Subject matter:

 Reading words and matching them with pictures

Material

 Lists of names of food crops and pictures that represent them

Presentation

 Introduce the lesson : Reading words and matching them with pictures
 Reade the lists of the names of food crops listed under lesson 3 in students’ text book
 Direct the learners to look at the pictures of food crops presented under the lists of
names of food crops
Procedure

1. Introduce the lesson

2. Read the lists of words under lesson 3 once
3. Tell them to read the words and look at the pictures under the list
4. Now direct them to copy the numbers and the blank spaces beside each number
5. Then , tell them to write the appropriate word parallel to the number that represent each
picture
6. When they complete matching ask them to tell their answers to the class
7. Write their correct answers on the chalk board
Assessment

 Their answers can help to assess their vocabulary knowledge

Answers

1. Maize 6. Spinach
2. Wheat 7. Beans
3. Barely 8. Carrot
4. Rice 9. Bananas

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 5. Sorghum 10. Cabbage
Lesson 4 : Reading a short text

The learners will be able to identify the main idea of the short text they read and some specific
information in the text.

Subject matter:

 Reading a short text

Material

 A short text about food crops

Presentation

 Introduce the lesson : Reading a short text on food crops

 Ask the learners to define food crops and elicit the answers

 Direct the learners to read the short text and answer some questions

Procedure

1. Introduce the lesson

2. Ask them to answer the 2 questions related to food crops orally before they read the text

3. Encourage the learners to read a short text on food crops

4. Tell them to answer the questions under the short text as they rea

5. When they complete answering the questions from their reading , ask them to tell their
answers to the class

6. Write their correct answers on the chalk board

Assessment

 Their answers can help to assess their comprehension ability

Teacher’s Activity 1

1. Follow the above procedure

74
 2. Encourage the learners to answer the two questions under “ Activity 1” in their text book
orally

3. Tell them your own answer orally they are unable to answer the questions

4. Encourage them to read the short text on food crops in their text

5. When they complete the task

6. Ask them to tell their answers to their classmates

7. Write the correct answers on the chalk board

Answers

1. .------ fruits -----and grains

2. Corn, wheat , and rice

3. A food staple

4. Climate------------- --------and culture

Teachers Activity 2

1. Ask them to tell the class the commonly harvested crops in their area .

2. You may get different answers as the crops harvested vary from place to place

3. Write some of their answers on the chalk board .

Section 3 : Writing

The main purpose of this section is to develop the writing ability of the learners through different
activities .Thus , engaging the learners in the activities given under this section properly and
effectively is vital to achieve the intended goal .

Lesson 1: Writing words /phrases and sentences

75
The learners will be able to copy words or phrases and sentences accurately.

Subject matter:

 Writing words / phrases and sentences

Material

 Lists of words , phrases and sentences

Presentation

1. Introduce the lesson : Writing words / phrases and sentences

2. Write the words / phrases and sentences listed below on the chalkboard

3. Direct the learners to read and copy what you have written on the chalk board

Procedure

1. Introduce the lesson

2. Tell them to read and copy the words/ phrases and sentences on the chalk board

3. Move around and check their performances

Assessment

 Observe their writing and check the accuracy of their writing in terms of spelling , word
order etc
Teacher’s Activity 1

1. Write the words and phrases on the chalk board

2. Direct them to copy the words / phrases on the chalk board

3. Move around and check their writing .iI they have some mistakes, help them to correct by
themselves .

Words and phrases

1. Produce crops

2. Work in the field

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 3. Digging in the soil

4. Seedling bed

5. A farming tool

6. Watering plants

Teacher’s Activity 2

1. If they complete copying the words on the chalk board, write the sentences listed below
on the chalk board

2. Tell them to copy all of the sentences accurately.

3. Move around and check their performance as they copy the sentences

Lists of sentences you write on the chalk board

1. My father produces crops

2. My sister and I water plants .

3. My mother works in the fie

Lesson 2: Writing missing letters

The learners will be able to complete the missing letters in some names of food crops

Subject matter :

 Writing the missing letters

Material

 Lists of some names of food crops with missing letters

Presentation

 Introduce the lesson : Writing the missing letters

 Direct the learners to read the words with missing letters listed under “ Activity 1” in the
learners’ text book and write the missing letter

Procedure
77
 1. Introduce the lesson

2. Tell them to read and copy the words with missing letters

3. Direct them to write the missing letters of the words listed under “ Activity 1”

4. Move around and check their work

5. Write the correct complete words on the chalk board

Assessment

 Observe their writing and check the accuracy of their writing in terms of spelling ,
Teacher’s Activity 1

 Follow the above procedure (1- 5) to facilitate their performance and learning .
Answers

 Beans wheat grain maize potatoes harvest

Teacher’s Activity 2

1. Tell them to read the words with missing consonants and vowels listed under Activity 2”
in their text book

2. Direct them to write the missing consonants and vowels in the words they have read

3. Move around and support them to complete the task if they have found it difficult

4. Asses their writing in terms of spelling

5. Ask them to tell the spelling of the words they have completed

6. Write the correct words on the chalk board

Answers

 Carrots beans maize potatoes rice

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Lesson 3: Correcting scrambled letters in words, and completing sentences

The learners will be able to correct scrambled letters and write correct words .

Subject matter:

 Correcting scrambled letters in words

Material

 Lists of words with scrambled letters

Presentation

 Introduce the lesson : Correcting scrambled letters in words

 Direct the learners to read the words with scrambled letters presented under “ Activity 1
lesson 3 in the learner’s text book

Procedure

1. Introduce the lesson

2. Tell them to read and copy the words with scrambled letters
3. Direct them to correct the scrambled letters of the words listed under “ Activity 1” in
lesson 3
4. Move around and check their work
5. Ask them to give their answers
6. Write the correct complete words on the chalk board
Assessment

 Observe their writing and check the accuracy of their words in terms of the orders of the
letters
Answers

1. Fruit
2. Grains
3. Beans
4. Orange

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 5. Cabbage
6. Avocado
Lesson 3: Completing and Writing short sentences

The learners will be able to complete sentences and write short sentences .

Subject matter:

 Completing sentences and writing short sentences

Material

 Lists of words , incomplete sentences and words to write sentences

Presentation

1. Introduce the lesson : completing and writing short sentences

2. Direct the learners to read the incomplete sentences and the lists of words presented
under “ Activity 1 , lesson 3 in the learners’ book

Procedure

1. Introduce the lesson

2. Tell the learners to read and copy the lists of words , the incomplete sentences and words
to write sentences

3. Direct them to choose words from the list to complete sentences

4. Tell them to use words wrongly arranged in a bracket to write correct sentences

5. Move around and check their work

6. Ask them to tell their complete sentences and give them appropriate feed back

7. Write the correct complete sentences on the chalk board

Assessment

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  Their sentences can give you some insight about their sentence skills and shape your
teaching accordingly

Answers

1. My father is a farmer .

2. He is working in the field.

3. Every morning, I help my parents watering the young plants.

4. My mother and sisters prepare seedling beds.

5. My elder brother takes farm tools to our father in the field

Teacher’s Activity 2

1. Direct the learners to write correct sentences using disordered words in each bracket
presented under Activity 2 in lesson 3 .

2. Tell them to notice the example given to them.

3. Ask them to tell their sentences to the class

4. Write the correct sentences on the chalk board .

Answers

1. My brother bought orange

2. I like banana

3. My mother likes pine apple

4. My father plants rice

5. My friend doesn’t like cabbage

6. My sister likes sweet potatoes

Teacher’s Activity 3

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1. Direct the learners to choose five food crops from the given list under Activity 3 in
lesson 3 , and write sentences to express their favorite food crops

2. Tell them to read the example given to them

3. When they complete the task, encourage them to tell their answers to their classmates

4. Write the correct forms on the chalk board

5. Their sentences will give you an insight about their ability to write correct sentences .

82
 UNIT 6 : Polluted Environment

Unit Objectives: Upon completion of this unit, students will be able to:

 Listen and write words while listening

 Listen and repeat important words after the teacher.

 Copy down words from the board

 Identify English short and long vowel sounds

 Read simple words/sentences and complete blank spaces

 Say out the new words about environmental pollution.

 Say out sentences about the message of the story.

 Write some short sentences.

 Unscramble sounds to make words

Section 1: Listening and Speaking

The focus of this section is on developing the listening and the speaking skills of learners. To
achieve this purpose, students should be engaged in different listening and speaking activities
presented in different lessons in the section. Therefore, the teacher’s role in engaging students in
the given activities is vital.

Lesson 1: Listening

Students will be able to write words while listening to their teacher , listen and repeat important
words after the teacher, and match words / phrases related to pollution and pictures as they listen
to a short text on polluted environment .

Subject matter:

 Listening
Material:

 lists of words related to pollution and short text about pollution

83
Presentation

 Read each word aloud and make the learners repeat them accurately after you
Procedure

1. Introduce the topic of the unit and the lesson of the day in a clear language

2. Tell the learners that you are going to read some words related to pollution ( which is
the topic of the unit )

3. Tell them to get ready to listen and repeat each word after you .

4. Read each word aloud and encourage them to repeat it after you correctly .

5. Read the words aloud again and check if they correctly pronounce them .

Assessment/ Evaluation

Give attention to the learners’ pronunciation and check if they correctly say each word as they
repeat them after you. Correct the wrongly pronounced words by saying them correctly and
making the learners repeat after you again .

Teacher’s activity 1

 Tell the learners to get ready for listening and repeating the words related to pollution
after you .

 Read each word listed below aloud and encourage them to repeat the words after you.

Lists of words to say aloud

1. Pollution 6. toxic

2. environment 7. throw

3. chemical 8. handle

4. protect 9. gas

5. waste material 10. contaminate

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Teacher’s Activity 2:

1. Tell the learners to copy the number and the line given beside each picture

2. Before you read the text, direct them to look at the pictures presented under activity 2 in
their text book .

3. Tell them to use words or phrases related to pollution from the listening text and write
the appropriate word on the blank spaces they copy .

4. Read the short text presented bellow with normal speed , and pause whenever it is
necessary .

5. When they finish ,ask them to tell their answers to the class

6. Write the correct answers on the chalk board

Polluted Environment

Pollution is when gases, smoke and chemicals are introduced into the environment in large
doses that makes it harmful for humans, animals and plants.

Factories, vehicles such as cars, planes and trucks contribute to air pollution.Some of the
waste materials that we throw away are toxic to our environment, like plastic. They contain
chemicals that can leak into the ground and contaminate the water we drink, which we call it
water pollution.

Assessment

 Check their answers by giving them opportunity to tell their answers to their classmates.
As they tell their answers, write the correct answers on the chalk board.

Answers

1. water pollution
2. waste materials
3. smoke
4. air pollution
5. chemicals
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Lesson 2: Speaking

The learners will be able to listen and repeat important words after the teacher , say out the new
words about environmental pollution and sentences about the message of the story .

Teacher’s Activity 1

1. Direct the learners to look at pictures representing the causes of pollution in the previous
lesson
2. Encourage them to tell their classmates the causes of pollution based on their
observations of the pictures presented for lesson 1.
3. Write the example given for this purpose in their text book on the chalk board .(i.e
throwing waste materials
Subject matter:

 The causes of pollution

Material

 The short text presented in the listening session and the pictures presented for listening
activity in the previous lesson.

Presentation

 Introducing the activity and directing learners to look at the pictures presented for the
previous lesson. Telling them to remember what the short text for listening in the
previous lesson discusses. Encouraging students to tell the causes of pollution to their
classmates based on what they have listened and watched.

Procedure

1. Remind the learners that they have obtained some information about pollution and
causes of pollution from their listening to a short text read by you and the pictures
presented under activity 1 in listening session .

2. Tell them to look at the pictures presented under activity 1 in in the previous lesson
again, and to remember what they have listened from the short text on polluted
environment .

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 3. Now encourage them to tell their classmates the causes of pollution . Encourage them to
tell at least one cause of environment pollution as the given example in their text book .

4. Finally, write the possible causes told by learners , and what you add as causes of
environment pollution on the chalk board . Their answers may vary based on their
understanding of the concept of pollution and the causes of pollution. But try to list the
true causes of pollution.

Teacher’s Activity 1

1. Direct the learners to look at pictures representing the causes of pollution in the previous
lesson

2. Encourage them to tell their classmates the causes of pollution based on their
observations of the pictures presented for lesson 1.

3. Write the example given for this purpose in their text book on the chalk board .(i.e
throwing waste materials

Assessment

 Elicit the various causes of pollution presented by learners and check the extent of their
understanding of the concept of pollution and the causes of pollution from their listening
and watching pictures

Possible Answers

1. Smoke ,gases from cars , trucks etcintroduced in to the environment in large doses

2. Chemicals from industries , thrown plastics

3. Throwing waste materials here and there etc.

Teacher’s Activity 2

1. Direct the learners to watch the pictures presented under activity 2 in their text book.

2. Encourage students to tell their classmates what they can do to make their environment
free from pollution

87
 3. Collect ideas related to what the learners can do to have pollution free environment, or
the solutions suggested by the learners to have pollution free environment

4. Ask them to tell their classmates about what they can do to have pollution free
environment

5. Write some of the relevant ides on the chalk board . Their answers may vary

Section 2: English personal pronouns

 This section deals with English personal pronouns, particularly subject pronouns . The
main purpose of this section is to help learners study, identify , and use English personal
pronouns appropriately in sentences

Lesson 1: Studying English Personal Pronouns

 The learners will be able to identify and use English personal pronouns accurately and
properly.
Subject matter:

 English personal pronouns

Materials

 Lists of subject pronouns and pictures to represent each pronoun

Presentation

 Read each pronoun aloud after you give them time to study the pronouns listed in the
table under activity 1 in their text book.

 Direct the learners to look at the pictures presented under “ Activity 2” in lesson 1 in
their text book. The pictures represent the pronouns in English

Procedure

1. Introduce the lesson of the day by writing it on the chalk board and saying it aloud

2. Tell them to study the personal pronouns listed in the table under Activity 1 in their text
book

88
 3. Direct them to look at the pictures that represent each personal pronoun given under
activity 2 in their text book

4. Finally, ask them to demonstrate their understanding of personal pronouns by pointing to

their friends , themselves etc. This might help you to evaluate their understanding and to
direct your teaching .

Teacher’s Activity

1. Follow the above procedure

2. Direct the learners to read the English subject pronouns listed under activity 1 in their
text book

Lesson 2 : Idintifying English pronouns

 The learners will be able to identify subject pronouns in English used in different
sentences. This will enable them to use the pronouns in sentences and or texts
appropriately .

Subject matter:

 Identifying English pronouns

Material

 List of sentences that contain different personal pronouns in English

Presentation

 Give the learners a clear direction as to what they have to do to complete activity 1 in
their text book .

Procedure

1. Tell them to copy the pronouns and the example presented in the table under activity 2 in
their text book.

2. Direct them to read the example given in the table

3. Encourage them to use each pronoun in their own sentences

89
 4. Move around to check if they are doing the activity properly.

Teacher’s Activity 1

1. Follow the above procedure

2. Tell the learners to copy the sentences presented in the table under activity 1 in their text
book

3. Direct them to underline the pronouns in each sentence.

Teacher’s Activity 2

 Tell the learners to copy the pronouns in the table and to write short sentences using
English personal pronouns listed in the table.

Assessment

 Their sentences will vary if they are writing individually. Thus, try to see their sentences
and give them feedback by correcting their sentences as much as you can.

Section 3: Reading

The aim of this section is to develop the reading skills of the learners in general and their
knowledge of new words related to pollution. Thus, helping the learners to involve in every
activity presented under this section properly is very important to achieve the goals of each
lesson under this section.

Lesson 1: Reading aloud and studying Words

The learners will be able to read new words related to pollution correctly and develop their
knowledge of such words, can answer it properly, you may move to the next word .If they cannot
tell that, tell them the climate of their area , region or town .

Do the same for all of the words listed in their text book .

Subject matter:

 Words related to pollution

90
Material

 Lists of words related to pollution and their meanings (They are related to the topic of the
unit )
Presentation

 Read the words aloud to show the learners the correct pronunciation of each word. Help
them to understand the meaning of each word by giving them relevant and simple
examples.

Procedure

1. First introduce the lesson of the day.

2. Direct them to read each word in the list

3. Read the words for them and encourage them to read each word aloud after you

4. Then tell them to study the meanings of the words in the list with the help of you. Give
them an example for each ( For example , in the form of question and answer)

5. Check their understanding of each word before you move to the next word .

Assessment

 Check their understanding of the meaning of each word by asking relevant and simple
questions as the example given under “ Teacher’s Activity 1

Lesson 2: Reading and completing a short text

The learners will be able to read the short text about pollution and fill in the blank spaces in the
text with appropriate words or phrases.They will also be able to comprehend the main idea of the
short text .

Subject matter:

 Completing a short text about pollution

Material

 A list of words and phrases related to pollution and a short incomplete text on pollution

91
Presentation

 Introduce the activity they do today

Procedure

1. Ask them to tell you about what they have learned the previous day so that you can relate
today’s activity with words and phrases they have studied in the previous lesson .

2. Now direct them to read the words and phrases listed in the table. In addition , inform
them that these words and phrases are related to pollution.

3. Then, tell them to read and fill in the short text using appropriate words or phrases from
the list .

4. Move around the room to follow up their performance and assist them whenever they
need.

5. Discuss their answers and write the correct answers on the chalk board.

6. Direct them to read the complete short text again so that they could get the idea of the
text clearly.

7. Now make them answer the two questions under “Activity 2” in their text book as a
post- reading activity .

Teacher’s Activity

 Tell them to read the words and phrases listed in the table under “Activity 1” in their text
book .

 When they complete reading the lists of words and phrases in the table , tell them to read
and fill in the blank spaces using appropriate words / phrases from the list .

Assessment

 Give them opportunity to tell their answers to their classmates. This might give you an
insight about extent of their success in completing the text with appropriate words /
phrases ,and their understanding of the main ideas of the short text .

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Lesson 3: Short and long English vowels

The learners will be able to read words with short and long vowel sounds accurately. They will
also be able to identify short and long vowel sounds in words

Subject matter:

 Studying short and long English vowels

Material

 Lists of words with short and long vowel sounds

Presentation

 Introduce the short and the long vowel sounds with examples
Procedure

1. Introduce the lesson of the day : short and long vowels in English

2. Read the short and the long vowel sounds to model their pronunciations

3. Encourage them to read the vowels and the words with such vowels aloud

Teacher’s Activity 1

1. Direct the learners to read the short and the long vowels presented under “Activity 1” in
their text book after you read each for them .

2. Now, tell them to read the short and the long vowels aloud after you repeatedly.

Teacher’s Activity 2

1. Tell them to read aloud the short and long vowels from the words listed under “ Activity
2” in their text book .

2. Give individual students a chance to read them aloud . If they make mistakes, try to
correctly read each aloud without telling them they have made a mistake .

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Teacher’s Activity 3

1. Direct the learners to read aloud the pair of words with short and long vowels listed in the
table after you.

2. Tell them to notice the short and the long vowel sounds in the pairs of words as you and
they read them aloud . Example: apple with short “a” and acorn with long “a ”

Teacher’s Activity 4

1. Tell the learners to copy the table before they do the activity .
2. Then , tell them to read the words with long and short vowels .
3. Now direct them to list or write the words under their proper groups in the table they
copied
Section4: Writing

The focus of this section is on developing the writing skills of the learners. The skills range from
copying phrases and short sentences to writing their own short sentences.

Lesson 1: Writing phrases and short sentences

The learners will be able to copy phrases and short sentences correctly and properly. They will
also be able to complete a short text choosing appropriate words or phrases from the listed
words or phrases under activity 1 in their text book .

Subject matter:

 Completing short text with appropriate words/phrases

Materials

 Incomplete short text and lists of words , phrases and short sentences

Presentation

 Explaining Activity 1 & 2 presented in students’ text-book

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Procedure

1. Introduce the lesson of the day by telling them that they are expected to complete a short
text with appropriate words/ phrases choosing from the given list under activity 1 in their
text book

2. Tell them to copy the lists of words / phrases and sentences into their exercise book

3. Write numbers 1-5 in order on the chalk board for them to use to write their answers for
the missing words or phrases in the short text

4. Tell them to copy such numbers .

5. Now tell them to complete the short text choosing appropriate words or phrases from
the list they have copied .

6. In addition, direct them to write the answers parallel to numbers they have copied from
chalk board .

7. Assist them to complete the task by moving around.

8. When they complete the activity, encourage them to tell their answers to their classmates
turn by turn.

9. Write the correct answers on the chalk board as they tell their answers to the class

Assessment

 Their answer to the above activity might give you an insight about their progress in
learning words related to pollution and their writing at least at word level .

Answers

1. Humans
2. Trash
3. Water pollution
4. Harmful chemicals
5. Cause

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Teacher’s Activity 1
 It has been already completed in the above procedure
Teacher’s Activity 2

1. Explain Activity 3, which is presented in their text book.

2. Tell the learners that the purpose of this activity is to help them write correct sentences
in English.

3. Write the example given on the chalk board to show them how to reorder scrambled
words can lead to write correct senten

Answers

1. Students should work together to avoid pollution.

2. People need to clean sources of water .

3. The result of smog is chemical pollution .

4. Cleaning our environment regularly helps to minimize pollution .

5. Nature and people are the causes of pollution.

Lesson 2: Writing short sentences

 The learners will be able to write short sentences using words related to polluted
environment and short sentences about polluted environment.

Subject matter:

 Writing short correct sentences in English

Materials

 Lists of words and phrases related to polluted environment and an example of a sentence
with one of such words

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Presentation

 Explaine sentence, elements in a sentence and the function of sentence , which is

conveying a message or a complete idea .

Procedure

1. Introduce the lesson of the day as given under Teacher’s Activity 1 above

2. Direct them to read and use the lists of words given under “Activity 1” in their text book

3. Now tell them to write five correct sentences of their own using five of the words given
to them. you also tell them to read the example given .

4. Follow the learners by moving around them. If they need help offer the necessary
support

5. Try to check what they write and give them the necessary constructive feed back.

6. As their sentences vary, give a few learners opportunity to read one of their sentences
turn by turn. You may write the correct version of their sentences on the chalk board with
out telling them their sentences are wrong .

Teacher’s Activity 1

 It has been already completed . Follow the procedure above

Teacher’s Activity 2

1. Remind them the topic of the unit and what they have done in the unit such as listening
about polluted environment ,reading a short text on pollution and studying some words
related to pollution etc.

2. Then , encourage them to use their knowledge of pollution or polluted environment and
write 5 sentences about polluted environment .

3. Direct them to read the example given to them or write the example on the chalk board to
make the instruction more clear for them .

4. Follow up what they do by moving around .

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5. Check their sentences when they give you to correct .

6. You also need to give any necessary feedback that can help them learn better .

7. When they complete writing sentences , encourage them to read their sentences to their
classmates turn by turn .

8. Write the correct version of their sentences on the chalk board without mentioning their
mistakes as they may see their mistakes when you write the correct ones .

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 Unit 7: Good Manners

Unit Objectives: Upon completion of this unit, students will be able to:

• tell the main idea of the listening and reading passages

• pronounce the list of words

• recount the story they read from the text

• write simple sentences about their manners

• converse with the partner about good manners

• copy short sentences

• write simple sentences about good manners

Section 1: Listening and Speaking

The purpose of this section is to develop the learners’ listening and speaking skills through
different activities given under listening and speaking lessons in students’ text book. Therefore,
encouraging and supporting the learners to complete every activity within the given time is
very important to achieve the goal of teaching English language in general and teaching listening
and speaking in this section in particular .

Lesson 1: Listening

The learners will be able to listen a short story and complete sentences with appropriate words
and or phrases as they listen their teacher reading a short story on good manners

Subject matter:

 Listening a short story

Materials

 A short story about good manner ,words and phrases and incomplete sentences

Presentation

 Read the short story and direct students to complete sentences as they listen

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Procedure

1. Introduce the lesson of the day : listening a short story and completing sentences

2. Tell the learners to copy the incomplete sentences before you read the short text

3. Direct the learners to listen and complete sentences with words and phrases they listen
from a story

4. When they complete , read the story once again for them to get chance to check their
answers

5. Ask them to tell their answers to the class and write the correct answers on the chalk
board

Teacher’s Activity 1

1. Read the short text about good manner presented bellow

2. Remind the learners to complete the sentences under Activity 1 in their text book as they
listen

Teacher’s Activity 2

 Now ,read the text again .

Be polite

Belay was an angry little fellow. He was often rude to all people around him. He didn’t like
being polite to people. His parents and teachers often lectured him about using words like
please,thank you, sorry, etc. However, nothing they said or did affected him. Whenever he
wanted something, he would simply snatch it or throw a fit to get what he wanted. If anyone
wanted to get something, he would simply make fun of other people and walk away. One day,

Belay was playing in his outhouse with his cat. An old woman was passing by his house. She
requested him to give her directions about a particular house. “Can’t you see, old woman. I’m
playing here,” he scorned. “Go get a bell and mom will tell you.” Hearing this, the old woman
turned red with rage. She cursed Belay, “From now on whatever ugly word you utter will
leave a scar on your face.” “Go away,” shouted Harry, and continued to play with his cat.

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Suddenly, the cat flung its paw and scratched his forehead giving him his first scar. Belay
continued to utter impolite words,and have scars until one day he got tired and began to sob.
When his father came to his room to comfort him, he said “Please, Dad, leave me alone.” The
moment he uttered “please” the scar on his forehead disappeared. Belay realized what was to
be done next. The next morning was beginning of new life for Belay. He talked politely with
every one and with each polite word his scars disappeared. That evening, while Belay was
outside, He saw the same old woman. The woman smiled and said, “I hope you won’t forget
the lesson ever!”

Assessment

Encourage them to tell their answers to their classmates (to the class) turn by turn. This will give
you an insight about their progress in listening ability. Write the correct answers on the chalk
board as follows

Answers

1. please , thank you ,sorry , etc .

2. snatch

3. Ugly word

4. impolite words

5. please

6. please

7. talked politely

8. thank you

Lesson 2: Speaking

The learners will be able to say some polite words, phrases and expressions after their teacher.
They will also be able to practice pairs of conversations with polite expressions.

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Subject matter:

 Uttering/ saying polite words, phrases and expressions correctly

Materials

 Lists of polite words, phrases expressions and conversations

Presentation

 Model the pronunciation of the lists of words, phrases, expressions and conversations
presented in students’ expressions

Procedure

1. Introduce the lesson of the day: saying words , phrases and conversation aloud .

2. Say each polite word, phrase , expression and conversations aloud to model the
pronunciation for them

3. Now tell them to say each word , phrase , expression and conversation after you

4. Notice their pronunciation and say the correct pronunciation for them if the miss-
pronounce any of the words, phrases and expressions

5. Encourage them to say each of the words, phrases and expressions by themselves and
check their pronunciations .

Assessment

 Check their pronunciations and remodel if they have difficulty in saying any correctly.
Teacher’s Activity 1

1. Read the polite words, phrases and expressions listed in the table under “Activity 1” in
the learner’s text book aloud and tell them to say each word , phrase and expression aloud
after you.

2. Check if they pronounce each word phrase and expression correctly. If they get difficulty
to pronounce any of them, say it again for them and encourage them to repeatedly say it
correctly

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Teacher’s Activity 2

1. Direct the learners to read the pair of conversations presented under “Activity 2” in their
text book .

2. Then, read each conversation for them before they practice them with their friends sitting
beside them (pair work )

3. Now ,tell them to practice the conversations with their friends

4. Move around and facilitate their activity and offer help if they need any.

5. Encourage them to practice each repeatedly and to say them orally if they can.

Section 2: Polite words, phrases and expressions

The purpose of this section is to help learners study polite words, phrases and expressions and
use them properly.

Lesson 1: Studying words related to good manners

The learners will be able to learn words and phrases related to good manners and use them in

their speeches and writings properly

Subject matter:

 polite words, phrases and expressions

Materials

 Lists of polite words, phrases , sentences and pictures that represent good manners
Presentation

 Read each word , phrase and expression aloud and explain each activity to make them
clear for the learners.

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Procedure

1. Introduce the lesson of the day : studying polite words , phrases and expressions

2. Read the lists of words in the table aloud

3. Tell them to choose appropriate word or phrase from the list in the table to complete the
sentences under activity 1 in their text book .

4. Encourage them to tell their answers to the class turn by turn and write the correct
answers on the chalk board as they tell their answers .

Assessment

 Their responses will give you an insight about their ability to use the words , phrases and
expressions related to good manner properly, and directs you towards making a decision
about your future teaching .

Answers

1. thank you

2. Sorry

3. Please

4. Polite

5. Don’t be rude

Teacher’s Activity 1

 Direct them to choose appropriate word or phrase listed in the table under “Activity 1 in
students’ text book to complete the sentences under the same activity

Teacher’s Activity 2

1. The pictures under “Activity 2” in students’ text book represent different polite words,
phrases or expressions in English.

2. Thus, tell them to look at each picture and complete the sentences using appropriate
phrases or words from the bracket.
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Assessment

 When they complete the activity, encourage them to tell their answers to the class. Write
the correct answers on the chalk board as they tell their answers turn by turn.

 This gives you an idea about their knowledge of polite words , phrases or expressions

Answers

1. please

2. welcome

3. thank you

4. for the gift

5. I am sorry

Section 3: Short and long vowel sounds

The purpose of this section is to enable the learners to identify short and long vowel sounds in
words and to pronounce words with short and long vowel sounds accurately and properly.
Therefore, in order to achieve such purpose, the learners should be engaged in different activities
under the lessons in this section properly .

Lesson 1: Studying short vowel sounds / i/ and / e/ and long vowel sounds / i: / and / ei /

 The learners will be able to identify short vowel sounds /i/ and /e/ and their respective
long vowel sounds /i:/ and /ei/

Subject matter:

 pronouncing short and long vowel sounds in words correctly

Materials

 Lists of pairs of words with short and long vowel sounds and pictures

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Presentation

 Read each pair of words to model correct pronunciations of short and long vowel sounds
presented under “Activity 1 “ in students book .

Procedure

1. Introduce the lesson : long and short vowel sounds, i/ i: and e/ei

2. Tell them to listen when you pronounce each pair of words with short and long vowel
sounds in sequence .

3. Now tell them to listen and repeat the pair of words after you and notice their
pronunciations to give appropriate feedback immediately by modeling the one with
incorrect pronunciation again.

4. Read each pair repeatedly until the learners master the pronunciations of short and long
vowel sounds in the words

5. Now direct them to relate long and short /i/ sounds and the pictures presented under
“Activity 2” in students’ text book.

6. Read the pairs of words (example, bike and fish) for them and encourage them to repeat
each after you .

Teacher’s Activity 1

1. Read the pairs of words for short and long vowels in sequence to show the learners the
difference between the short and the long vowel sounds in the words

2. Encourage the learners to read the words aloud after you repeatedly until they master the
correct pronunciations.

Assessment

 Check their pronunciations as they read each pair of words after you and make them
pronounce the correct ones if they mispronounce any of the vowel sounds in the words
they practice .

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Lesson 2: Relating words with long /ei/ and short /e/ vowel sounds

The learners will be able to reinforce their knowledge of long / ei / and short /e/ vowel sounds in
words and pronounce them correctly.

Teacher’s Activity 1

 Direct the learners to study the words with short /e / and long /ei/ listed in the two
columns of the table under “ Activity 1” in their text book

 When they complete studying the pair of words with short and long vowel sounds , read
each pair in sequence and tell the learners to repeat them after you . Make them practice
well so that they could master their pronunciations

Teacher’s Activity 2

 Now lead them to relate the words they have studied or practiced and the pictures
presented parallel to them.

Section 4:Expressions for asking and giving permission

The main goal of this section is to enable learners know /learn the appropriate expressions to ask
for and give permission in English and to use the expressions they learn accurately for
communication

Lesson 1: Expressions for asking permission

The learners will be able to identify the expressions for asking permission and use them
accurately

Subject matter:

 Expressions for asking permission

Materials

 Example expressions for asking permission

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Presentation

 Introduce the lesson :Expressions for asking permission with few examples written on the
chalk board

Procedure

1. Introduce the lesson of the day using few examples of expressions for asking permission
on the chalk board

2. Tell them to copy the examples you have written on chalk board

3. Direct them to study the example expressions presented under “Activity 1” in their text
book

4. Give them a few minutes to study them well

5. Ask them to use one of the expressions to ask permission from their classmate sitting
beside them

6. Give opportunity for different learners in the class to use different expressions they have
studied

7. Their use of the expression to ask permission from their friends will give you some
insight about the extent of their learning the expressions they have studied so far for
asking permission.

Teacher’s Activity

 Read the example expressions presented under “ Activity 1” in students’ text book one
by one

 Now tell them to study the example expressions you have read for them

Assessment

 The examples they use will be useful to check their understanding of the expressions for
asking permission and can direct your teaching such expressions (to teach further or
complete this lesson)

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Lesson 2: Expressions for giving permission

The students will be able to use the expressions for giving permission accurately when they are
asked for some permission

Subject matter:

 Expressions for giving permission

Material

 Sample example expressions for giving permission and dialogue for practice
Presentation

 Introduce the lesson of the day and direct learners to study the expressions given under “
Activity 1” in their text book

Procedure

1. Revise the previous lesson before presenting expressions for giving permission .

2. Introduce the lesson of the day by writing the topic and few example expressions for
giving permission along with parallel expressions for asking permission

3. Underline the expressions for giving help , which you have written on the chalk board

4. Show them the relation between the expressions for asking and giving permission on the
chalk board . This help them to notice the uses of the two in communication

5. Encourage them to use at least one expression for asking and parallel expression for
giving permission orally with a friend sitting beside them .

Assessment

 Their answers for matching activity will show their progress in learning and using
expressions for asking and giving permission properly

Answer

1. A

2. C

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 3. A ( possible )

4. B

5. D or E Note: Both answers are correct but “D” is for not allowing where as “ E” for
allowing to take the pencil

Teacher’s Activity 1

1. Revise the previous lesson before you introduce the lesson of the day as the two lessons
are closely related.

2. Then, write few examples for asking permission along with the expressions that offer the
requested permission on the chalk board. This give them opportunity to relate the
expressions for asking and giving permission.

3. Next, read the lists of expressions for giving permission presented under “ Activity 1” in
students’ text book for the learners before you tell them to study the given expressions

4. Now tell them to study the expressions listed in their text book .

Teacher’s Activity 2

1. Tell them to match the expressions listed under asking for and giving permission under
“Activity 3 ” in their text book .

2. You will also be able to evaluate their learning and using the expressions accurately , or
you can use it to assess their progress in learning and using expressions for asking and
giving permission

Teachers’ Activity 3

1. Read the dialogue presented under “ Activity 3” in their text book with natural speaking
tone for your learners as it is a natural dialogue between two friends.

2. Then encourage them to practice the dialogue with their friend as natural dialogue
between them. This time move around and follow up what they do and assist them if they
need any.

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 3. This dialogue can be dramatized to present it the next or another day if you train and
encourage them to do so . This will help to develop their speaking skill and confidence .

Teacher’s Activity 4

1. Encourage them to write 5 sentences of their own to ask permission. Write the example
given under “Activity 4” in students’ text book on the chalk board.

2. Follow them by moving around, and offer help if they need any.

Section 5: Reading

The goal of this section is to develop the reading skills of the learners in general and their
comprehension skills in particular.

Lesson 1: Reading a short story about good manner

The learners will be able to remember some expressions for good manners that they studied in
this unit .

Basically, the learners will be able to read a short story on good manner, and identify the main
idea and some specific information in the story they read .

Subject matter:

 Reading a short story about good manners

Material

 A short story on good manners

Presentation

 Introducing the lesson and directing the learners to do all the activities presented under
the reading section.

Procedure

 Introduce the lesson : Reading a short story on good manners

 Write the topic of the story on the chalk board

 Direct the learners to read a short story on good manners

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  Tell them to write true or false beside correct and wrong statements respectively as they
read the story presented for them

 Ask the learners to tell their answers when they finish the activity and write the correct
answers on the chalk board

 Direct them to another activity , completing sentences with words or phrases from the
story they have read

 Give the learners opportunity to reflect their answers and write the correct ones on chalk
board for them to check and correct their answers

Teacher’s Activity 1

1. Ask them to tell the common expressions for good manners before they read the short
story

2. The question is presented under Activity 1 in their text book .

3. Encourage them to tell their classmates the common expressions they know and write
what they say on chalk board .

4. When the expression they give is in correct , write the correct version to give them
lesson without mentioning their mistakes .

Teacher’s Activity 2

1. Direct the learners to read the short story presented under “ Activity 2 ” in their text book.

2. In addition, tell them to write “true” or “ false” beside the statements presented under “
Activity 3” in their text book to show correct statements and wrong statements as they
read the short story

Teacher’s Activity 3

 When they finish reading the short story and answering true false questions, ask them to
tell their answers to their classmates and write the correct answers on the chalk board

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Answers

1. False
2. False
3. False
4. True
5. False
Teacher’s Activity 3

 Activity 4 under reading section in the students’ text book asks the learners to complete
sentences with appropriate words or phrases from the short story.

 Therefore, tell them to complete the sentences taken from the short story with appropriate
words and phrases from the text .

 When they complete activity 4 , encourage them to tell their answers to the class and
write the correct answers on the chalk board

Answers

1. twin brothers

2. their hears and minds

3. doing chores

4. appreciated , lend a hand

Section 6: Writing

The main aim of this section is to develop the writing skills of the learners. Thus, engaging the
learners in different writing activities given under the lessons in this section appropriately and
effectively is vital to achieve the main goal of this section .

Lesson 1: Writing words and phrases related to good manners

The learners will be able to remember the words and the phrases relatedto good manners ,
which they have studied in this unit (7)

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Subject matter:

 Writing words and phrases

Material

 Lists of words related to good manners

Presentation

Introducing the lesson of the day, explaining each activity given under the lesson and giving
answers and feedback whenever necessary

Procedure

1. Introduce the lesson of the day , writing words and phrases related to good manners

2. Direct the learners read the lists of words given under “Activity 1” in their text book and
write more words and phrases they know

3. Ask them to tell the words / phrases they have listed to their classmates

4. Write the words / phrases they forward on the chalk board if the words / phrases are
related to good manners

5. Tell the learners to copy the table presented under “ Activity 2” in their text book

6. Then ask them to copy what they have listed under “Activity 1” in the table by
categorizing them into good and bad manners under the 1st and 2nd column of the table
respectively

7. Check their words by listing them on the chalk board to see if they have identified words
related to good manners and bad manners properly .

8. Add more words under each category to expand their knowledge of words / phrases
related to good manners and bad manners

Assessment

 Their lists of words will suggest the extent of their learning new words / phrases related
to good manners in the unit

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Teacher’s Activity 1

1. Tell the learners to copy words of good manners listed under “Activity 1” in their text
book.
2. When they finish copying , tell them to write more words or phrases they know or
learned , and move around to check if they are writing the words .
3. Ask them to tell their words to their classmates and write some of them on the chalk
board
Teacher’s Activity 2

1. Direct the learners to copy the table under “Activity 2” in their text book

2. When they finish copying the table, tell them to write what they have listed under
“Activity 1” in the table by categorizing the words / phrases into good and bad manners
under the 1st and 2nd column of the table respectively

3. Then, Check their words by listing them on the chalk board to see if they have identified
words related to good manners and bad manners properly .

Teacher’s Activity 3:

1. Direct them to form a group of two ( pair )

2. Now tell them to write the necessary rules for their class and write the example given
under activity 3 in their text book on the chalk board so that they could get the idea of
writing the necessary rules for their class .

3. When they complete the activity , ask each pair of students to read their rules to the class
and write them on the chalk board to show how their rules can be useful for the class

4. If paper is available , make one of the learners copy their rules and put it on one side of
the wall in the room

5. Finally , tell them that the class should obey the rules after such session

Lesson 2: Writing correct sentences

 The learners will be able to write correct sentences

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Subject matter:

 writing sentences

Material

 Jumbled up words to correct them and examples

Presentation

 Introducing the lesson of the day : writing correct sentences .

 Explaining the elements of a sentence in English, subject , verb and ( object )
 Writing examples of correct statements and questions in English on the chalk board
Procedure

1. Introduce the lesson of the day . Tell them what sentence is , what elements are necessary
to write meaningful sentence etc .

2. Write examples of correct statements and questions on the chalk board

3. Direct them to do each activity under this lesson properly .

4. Check their sentences to see the extent of their progress in writing at least at sentence
level

5. Assess their work as they write or when they ask you to check

6. Accept their responses and write them on the chalk board , particularly the correct
sentences

Teacher’s Activity 1

1. Tell them to read and rearrange the jumbled up words under “ Activity 1” in their text
book to write correct sentences . In addition, remind them to see the example given to
them .

2. Encourage them to tell their correct sentences and write them on the chalk board. Their
answers can help you to assess their progress in terms of writing sentences. This in turn
will shape your teaching and their learning .

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Answers

1. Is Abebe a rude boy?

2. Children should obey their parents

3. It’s good to be polite .

4. We have to follow examples of good people .

5. Our teacher likes hard working students

Teacher’s Activity 2

1. Direct them to copy the example and the lines given under “Activity 2” in their text book

2. When they finish, tell them to write short sentences related to good manners . Remind
them to read the example given to them as it can help them to create their own.

3. Go around and check their sentences. Give them any support they need and feedback.

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 Unit 8: Foods
Unit Objectives: Upon completion of this unit, students will be able to:

 tell the main idea of the listening and reading passages

 fill in gaps while listening to a talk and while reading a text
 pronounce short list of words taken from the passage
 identify words with short /u/ and long /u:/ sounds
 copy words, phrases and expressions
 perform dialogue in pairs after rehearsing
 Match words with pictures of various food
 Express likes and dislikes using expressions likes/dislikes + infinitives/gerund
 participate in pair conversation
 use words to construct sentences
 distinguish various vocabularies in line with food items
 write simple sentences
Section 1: Listening and Speaking

The focus of this section is on developing the listening and the speaking ability of the learners
.For this purpose, different activities are presented in the learners’ text book. Thus, engaging the
learners in the activities properly is very helpful to develop their ability in listening and speaking
English.

Lesson 1: Listening Words and saying aloud

 The learners will be able to listen and say words aloud after their teacher accurately and
properly .
Subject matter:

 Listening words and saying aloud

Material

 Lists of words and pictures

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Presentation

 Introduce the lesson of the day and direct the learners to do all the activates presented
under the lesson properly

Procedure

 Introduce the lesson of the day

 Direct the learners to perform the activities properly

 Check what the learners do and accomplish on time

 Give relevant feedback to further increase students’ learning and progress

 Give answers after receiving the learners’ responses whenever it is needed .

Assessment

Teacher’s Activity 1

1. Read aloud each word or phrase listed in the table under “ Activity 1” in the learners text
book and

2. Tell them to repeat each of them after you

Teacher’s Activity 2

1. First, direct the learners to look at the pictures under “ Activity 2” in their textbook

2. Then, tell them to copy the incomplete sentences written beside the pictures .

3. When they complete copying the sentences, tell them to listen you speaking names of
food , and complete each sentence .

4. Say each of the following words with normal speed of speech and wait for them to write
the words on the space provided beside each sentence

5. When they complete their task , ask them to read the completed sentences from their
exercise book and write the sentences with appropriate words on the chalk board for
reference .

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Lists of names of food for reading

1. Cookies 6. Row meat

2. Egg 7. Chips
3. Vegetables 8. Yogurt
4. Fish 9. Milk
5. peanuts 10. Cheese
Lesson 2: Listening a short text

The learners will be able to listen and understand the main idea of the short text . They will also
be able to listen and join parts of sentences listed under two columns under “ Activtiy 1” in their
text book.

Subject matter:

 Listening a short text on healthy food

Material

 A short text on healthy food for listening , parts of sentences from listening and different
activities

Presentation

 Introduce the lesson, direct students to do activities, read a short text for students

Procedure

1. Introduce the lesson of the day : Listening a short text on health food

2. Direct the learners to read the parts of sentences written under two columns in their text
book before they listen to you reading the text.

3. Tell them to get ready for listening a short text you are reading for them

4. Tell them to join the parts of sentences presented under “Activity 1” as they listen to you
reading a short text about healthy food

5. Encourage them to read their joined sentences to their classmates

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 6. As they read the sentences ,write the correct sentences on the chalk board .

7. Use their answers as means of assessing their progress in listening skill

Teacher’s Activity 1

1. Tell the learners that you are going to read a short text on healthy food for them

2. Before you read , tell them to read the parts of sentences presented under two columns in
their text book

3. Direct them to join the parts of the sentences that go together as they listen to you. Write
the example given to them on the chalk board

4. Now, read the short text presented bellow with normal speed. Pause whenever there is a
period or full stop.

5. Read the short text once again before you discuss the answers for joining sentences

6. After they complete the activity ask them to tell the sentences they joined to their
classmates. Give them relevant feedback and write the correct sentences on the chalk
board .

Answers

1. Healthy food is tasty and good.

2. You can find grains in bread and rice.
3. Milk , cheese and yogurtgive you strong bone.
4. Meat and fish give you protein .
Teacher’s Activity 2

1. Tell them to answer the questions under “Activity 2” in their text book based on what
they have listened from you

2. When they finish answering the questions , ask them to tell their answers to the class

3. Write the correct answers on the chalk board . Write the answers in complete sentences

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Answers

1. Yes it is tasty

2. We can get grains in bread and rice

3. Milk , cheese and yogurt give me strong bone

4. Fruits and vegetables

5. They give me protein

6. It is good

7. It is bad

Lesson 3: Speaking

 The learners will be able to pronounce words with short and long vowel sounds /u/ / o/
and / o:/, /ou / correctly .

Subject matter:

 pronouncing words
Materials

 List of words with short and long vowel sounds / u/ ,/o/ and /o:/, and / ou/
Presentation

 Introducing the lesson of the day and pronouncing each word with the given vowels
correctly
Procedure

1. Introduce the lesson of the day

2. Read aloud each word with short and long vowel sounds correctly to model the
pronunciations

3. Direct the learners to say the words after you

4. Check the accuracy of their pronunciations of the words they say after you.

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 5. Make them practice the pronunciation of each word until they master them

Teacher’s Activity 1

1. Tell them to say the words with short and long vowel sounds /u/ ,/o/ and /o:/ , /ou /vowel
sounds listed in the table under “ Activity 1” in their text book

2. Encourage them to pronounce each repeatedly until they master the pronunciation of
each word

Teacher’s Activity 2

1. Direct them to make sentences orally using pairs of words given under “Activity 2” in
their text book .
2. Tell them to read the example given to them before they produce sentences orally .
3. Then , elicit their sentences and write them on the chalk board. Their sentences can vary
Example: My sister put the cup on the table .

Section 2: Expressions of likes and dislikes

The purpose of this section is to enable learners to use expressions of likes and dislike properly
and accurately in their speech or writing

Lesson1: Learning expressions of likes and dislikes

 The learners will be able to express what they like and dislike using appropriate
expressions in English

Subject matter:

 Expressing what the learners like and dislike

Materials

 Lists of example sentences with expressions of likes and dislikes

Presentation

 Introduce the lesson of the day

 Writing examples on the chalk board

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  Direct students activities

Procedure

1. Introduce the lesson of the day: Expressions of likes and dislikes with examples

2. Direct students to do activities given to develop the learner’s ability to expresss what they
like and dislike properly

3. Check what the learners do and give relevant feed back and correction whenever there is
a need

4. Facilitate students’ learning

5. Assess students learning using what they perform as activities

6. Provide answers when it is needed

Teacher’s Activity 1

1. Read the expressions of likes and dislikes presented under “ Activity 1” in student text
book for them

2. Then, tell the learners to study the expressions and give them few minutes to study the
expressions

Teacher’s Activity 2

1. Direct the learners to read the instruction for “ Activity 1 “ and the example given under
such activity in their text book

2. Write the example on the chalk board (both the jumbled words and the correct sentence )

3. Now tell them to do the activity according to the example given to them .

4. Follow up their performance by moving around

5. When they complete the activity , ask them to tell their answers to the class and write the
correct answers on the chalk board .

6. Give them relevant feedback as they tell their answers

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Answers

1. Azeb doesn’t like taking photos.

2. Do Selam and her sister like playing tennis ball ?

3. Does Alem like reading books ?

4. Do Gelan and Kebede like playing football ?

5. Chaltu likes painting pictures.

6. Do you like reading stories?

Teacher’s Activity 3

1. Direct the learners to choose appropriate word from the table under “Activity 3” in their
text book to complete the sentences written on the left side of the pictures .

2. Tell them that the pictures can lead them to choose the appropriate word for each
incomplete sentence

3. When they complete the task , encourage them to tell their answers for each sentence turn
by turn

4. As they tell you their answers , write the correct answers in complete sentence on the
chalk board

Answers

1. I like carrots.
2. I don’t like eggs .
3. She likes oranges.
4. He doesn’t like cake.
5. He likes yogurt.
6. My sister likes peas .
7. My brother likes mangos .
8. I like bread .

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Section 3: Expressions for asking and offering helps

The main goal of this section is to enable the learners to ask for and give help using appropriate
expressions in English. Therefore, encouraging learners to do ever activity presented under the
lesson is vital to achieve the intended goal .

Lesson 1: Expressions for asking and giving helps

The learners will be able to ask for help using appropriate expressions in English

Subject matter:

 Asking for and giving help

Material

 Example expressions for asking and giving help

Presentation

1. Introducing the lesson with examples

2. Directing the learners to do activities

3. Introduce the lesson of the day: Expressions for asking and giving help

4. Write example expressions on the chalk board

5. Direct students to do activities given to develop the learner’s ability to ask for and give
help using appropriate expressions

6. Check what the learners do and give relevant feedback and correction whenever there is
a need

7. Facilitate students’ learning

8. Assessing students learning using what they perform as activities

9. Providing answers when it is needed

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Teacher’s Activity 1

1. Tell the learners to study the expression for asking help presented under “Activity 1” in
their text book.

2. Give them a few minutes to complete the activity

3. Now, encourage them to use one of the expressions they have studied to ask their friend
for help .

4. Tell them to take turn and do the same so that everyone could ask his friend for help

Teacher’s Activity 2

 Direct the learners to study the expressions for giving help presented under “ Activity 2”
in their text book .Give them a few minutes to study the expressions .

Lesson 2: Practicing short conversations and a dialogue

Teacher’s Activity 1

1. Revise the previous lesson ( Expressions for asking and giving help ) by asking them to
give examples for both .

2. As the purpose of “Activity 1” presentedunder lesson 1 in their text book is to reinforce

what they studied in the previous lesson , give due attention for the practice and give
them time to practice the conversations very well.

3. Now tell the learners to practice the short conversations presented under “ Activity 1” in
lesson 1 with a friend sitting beside them .

4. Follow their activities and assist them if they need your help

Teacher’s Activity 2

1. The dialogue presented under “ Activity 2” in their text book is useful to give them more
practice for asking and giving help in real situation .

2. Therefore, encourage them to practice it with their partners .

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 3. Tell them that one of them play the role of a customer and one of them the role ofa
waiter .

4. After they practice for few minutes, direct them to exchange their roles and play their
new roles accordingly.

Section 3: Word Study and Reading

The main goal of this section is to enrich the vocabulary knowledge of the learners and to
develop their reading skills through different activities. Therefore, engaging the learners in the
given activities properly is essential to achieve the intended goal.

Lesson 1: Word study

The learners will be able to learn new names of foods and identify the words for the categories of
foods

Subject matter:

 studying words of food items and names of categories of foods

Material

 Examples and what they have studied in the unit (Foods )

Presentation

 Remind what they have studied in the unit: Names of different foods .

 Elicit some of the names of food items they remember from their previous studies

 Write the words they forward on the chalk board

Procedure

1. Introduce the lesson of the day (word study )

2. Revise what the learners have learned in the unity , particularly their studying the names
of foods

3. Ask them to tell the names of foods they know and write them on the chalk board

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 4. Tell the learners copy the table that contain categories of foods and the example

5. Direct them to do the activity presented under “ Activity 1” in their text book

6. Follow their performance by walking among them

7. Copy the table on the chalk board

8. Ask them to tell the class at least one name of food for each category. They may have
different names of food to forward

9. Write the correct ones under each category for them to use it as a reference

10. Asses their knowledge of words of food items and their categories as you listen and write
the their words on the chalk board

Teacher’s Activity 1

1. Remind the learners that they have studied different names of foods in this unit . In
addition, tell them that they have made to remember the words they know as you
introduce the lesson of today.

2. Tell them to copy the table under “Activity 1” in their text book.

3. Now tell them to read the categories of foods in the table presented under “Activity 1” in
their text book.

4. Then, tell them to read the categories written in the four columns of the table

5. Next direct them to write / list the names of foods they know in their proper categories in
the table

6. Follow up their performances as you move around .

7. Finally, draw the table on the chalk board and ask them to tell their words in each
category to the class. As you listen to them ,write the words under their proper
categories. Their words will vary , but the categories are limited .

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Teacher’s Activity2

 Tell them to add more names of foods from their friends’ list and the words listed on the
chalk board. But remind them to take care of writing them under proper category

Lesson 2: Reading

The learners will be able to complete some incomplete sentences choosing appropriate words
from the given alternatives. They will also be able to identify the main idea of the text they read
and some specific information in the text .

Subject matter:

 Reading short text

Material

 Alternative words, incomplete sentences and short reading text

Presentation

 Introducing the lesson of the day: Reading

 Directing the learners to do activities given to them
Procedure

1. Introduce the lesson of the day

2. Direct them to do the activities given to them

3. Move around and check their performance in each activity

4. Give immediate relevant feedback for their performance

5. Give correct answers after eliciting their responses

6. Evaluate their performances as you listen to their responses

Teacher’s Activity 1

 Direct them to choose the appropriate word from the given alternatives to complete the
sentences under “Activity 1”

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  When they complete the task, ask them to tell their answers to the class and write the
correct answers on the chalk board

Answers

1. B. healthy foods
2. A. unhealthy
3. A. junk food
4. B. unhealthy
Teacher’s Activity 2

1. Read the lines of poem presented under “Activity 2” in students’ text for them ones .Then
, tell them to read the poem and answer the questions that follow.

2. When they complete the activity , encourage them to tell their answers to their classmates

3. Write the correct answers on the chalk board .

Answers

1. Strong ,healthy , fast and grow

2. Fruits and vegetables

3. Junk food ----------------------------- healthy food

4. Healthy food

5. Junk food / unhealthy food

6. False

7. False

Teacher’s Activity 3

1. Write the question and the answer given as examples for the learners on the chalk board
( it is presented under “Activity 3” in their textbook )

2. Then tell them to choose the appropriate expression from the bracket to answer the
questions presented under “ Activity 3 ”
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 3. When they complete the task , encourage them to tell their answers to their classmates (
Their answers vary based on what they like and dislike )

4. Write at least one or two of their correct answers for each question on the chalk board .

5. Give them relevant feedback to encourage their participation .

Teacher’ Activity 4

1. Write the names of food items given as example under “Activity 4” on the chalk board
and tell them to add more names of food items from the poem they have read

2. When they complete the activity , ask them to tell the class from their lists and

3. Write the words on the chalk board .

Teacher’s Activity 5

1. Write the incomplete sentence under “Activity 5” on the chalk board

2. Now, encourage the learners to use appropriate words from the poem they have read to
complete the sentence.

3. When they complete the task, tell them to tell their classmates their answers and

4. Write the words they tell on the blank spaces in the sentence you have written on the
chalk board

Section 4: Writing

The purpose of this section is to develop the writing skills of the learners through writing
activities. Thus, engaging the learners in such activities properly and effectively is vital to
achieve the intended goal .

Lesson 1: Dictation

The learners will be able to write the correct words they listen from their teacher

Subject matter:

 listening and writing words / phrases (dictation )

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Material

 Lists of words and phrases to dictate the learners

Presentation

 Read out some words and phrases from the poem they have read

Procedure

1. Introduce the lesson : dictation before you readout the words and phrases presented for
this purpose

2. Tell them to get ready for listening and writing the words and phrases you are going to
read out for them

3. When they complete encourage them to tell the words they have written with their
spelling

4. Write the words with correct spelling on the chalk board and tell them to correct the
words if they have made mistakes

Teacher’s Activity 1

1. Direct them to get ready for listening and writing the words and phrases you are going to
read outfor them

2. Now, read out each word and phrase listed in the following table . Remind them to write
every word / phrase as they listen

The words and phrases you read out

 yogurt, vegetables, broccoli, rice, bean , healthy food, salty fries, junk food,
chocolate bars

Teacher’s Activity 2

 Ask them to tell the words they have written with their spelling and write the correct
forms of each word and phrase on the chalk board.

Lesson 2: Expressing preferences:

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The learners will be able to use expressions of preferences to express what they like and dislike
accurately. This lesson is intended to reinforce the learners’ knowledge of expressions of
preferences as they have also learned and practiced these expressions in their previous lessons

Subject matter:

 Expressing preference

Material

 Example sentences

Presentation

 Introduce the lesson: Expressions of preferences

 Remind them that they have learned such expressions in their previous lessons

 Write few sentences that express what one likes and dislikes on the chalk board

Procedure

1. Introduce the lesson of the day and remind them about their previous exposures to the
expressions they are going to practice in this lesson

2. Write a few example sentences used to express likes and dislikes on the chalk board

3. Direct them to the activities assigned to them to do

4. Move around to follow their performances

5. Give them immediate relevant feedback towards their performances

Teacher’s Activity 1

1. Write a few example sentences used to express likes and dislikes on the chalk board after
you have introduced the lesson as given under procedure

2. Now tell the learners to copy the lines and the examples given under “Activity 1”
presented in their textbook

3. Then, direct them to write short sentences of their own using likes and dislikes

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 4. Move around and check their performances and give them relevant feedback .

Teacher’s Activity 2

1. Show the learners the new structure for expressing preferences before you make them
write sentences for practice. The meaning of the expression and examples are given in
their textbook

2. Write the examples in their text book on the chalk board and tell them to study the
expressions .

3. Now, tell the learners to copy the lines under “ Activity 3” in their textbook and write
sentences of their own using the same structure “ prefer----------to---------

4. Move around to check their sentences and provide immediate relevant feedback

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