የኢትዮጵያ ፌደራላዊ ዴሞክራሲያዊ ሪፐብሊክ

የትምህርት ሚኒስቴር
FEDERAL DEMOCRATIC REPUBLIC OF ETHIOPIA
MINISTRY OF EDUCATION

General Education Curriculum

Grade 1-12 English Language

Flow Chart, MLC & Syllabus

March, 2021
Addis Ababa
No. Name Institution Phone Number Email Remark
1. Cherie Mesfin BDU 0918771744 [email protected] TEAM LEADER
2. Haile Shibabaw BDU 0912844525 [email protected]
m
3 Hailu Gutema AAU 0911108199 [email protected]
4 Hailu Wubshet Awasa 0912666278 [email protected]
5. Hailemariam Kekeba AAU 0911684246 [email protected]
6 Dagne Tiruneh Jimma University O911769560 haaraandagne2004@gmail.
com
7
Mesfin Aberra Hawassa 0916840949 [email protected]
Tewodros Zeleke Jimma University 0911944600 [email protected]
8
9 Teshome Belayneh Dessie Teacher’ College 0914737924 [email protected]

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Introduction
Education is a dynamic and systematic process which enables to acquire different competencies and skills
essentially decisive for the transformation of a society from one phase of standard of life into the better one. As we
learn from history, both formal and informal education have grown in various forms, as a result, the life of several
people across the world could drastically change and each change also has become a cause for the next innovation
and creativity. In broad terms, education is the process through which the society deliberately transmits its
accumulated knowledge, skills and values from one generation to another. By the same token, the Educational and
Training Policy of Ethiopia (ETP) issued in1994 defines education as: ‘’It is a process by which man transmits his
experience, new findings and values accumulated over the years in his struggle for survival and development
through generations’’ p 24. This definition takes us to the implication that education is a pre-condition for skills
development, transmition of knowledge, technological innovations and transformation of the society’s’ life. The
newly developed curriculum (2020), similarly confirms that education is the best tool that equips learners with the
knowledge, competencies, attitudes, skills and values relevant to achieve the behavioral change required of them.
Thus, implicitly, it is apparent that nothing is a priority for any educational expert than critically thinking and
working diligently so as to deliver quality and equitable education to all citizens in the country.

In order to acquire knowledge and bring about the required behavioral change, language is one of the essential tools
which play an irreplaceable role. In this case, Ethiopia is a country which consists of over eighty nations and
nationalities. These nationalities have, if not all, their own languages which are being used for every day
communication. If all these languages are carefully studied and transformed into media of education in line with the
economic development of the country, there is no doubt that the speakers of the above languages can have better
access to formal education and can also easily promote their culture, history and heritages to others.

However, as English is by far the most important foreign language in the Ethiopian society and its position is
prominent especially in the field of education, learning it carefully and purposefully is mandatory. Not only due to
its use as a medium of instruction in the Ethiopian secondary schools and tertiary level learning, with its dramatic
increase in the area of communication, in recent years, it has thrived in its service to a broader function in the field
of diplomacy, business, sport, internet, commercial and industrial affairs. Higher officials of the country, for
example, use English when they take part in various international conferences and summits. In addition, we know
that Addis Ababa is a city where the African Union headquartered its office. As a result of this, a large number of
African officers come to Addis Ababa continuously for various purposes. These officers, thus, in order to
accomplish their tasks successfully, under most circumstances, it is mandatory for them to communicate in English
with those Ethiopians who have affiliation with them.

The other advantage is that it is a language of lingua-franca in the current global village. We all know that the
English language is frequently used as a language of internet and global communication. In order to be aware of the
major events taking place in the world and keep oneself abreast of current thinking, adequate knowledge of the
English language is of paramount significance in many contexts of Ethiopia. On top of this, there are daily English
newspapers published here in Ethiopia such as the Ethiopian Herald, the Reporter, the Capital, the Monitor, etc.,

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which disseminate current information to the people all over the world and to the people of Ethiopia, as well. Hence,
in order to receive a variety of information from the above newspapers and weeklies and extend one’s scope of
thinking, it is imperative to attain a reasonably acceptable competence that enables effective communication. In
sum, it is appropriate to argue that our students at any level of learning require well developed curriculum, syllabus,
trained English teachers and other facilities that essentially contribute to their overall language skills’ development.

The new English language curriculum framework which has been developed in line with the new general education
curriculum is followed by learning outcomes, content flow chart, minimum learning competencies and syllabus,
which help to materialize the changes and lead to attaining the level and type of learner outcomes. And, this
guideline is prepared in order to indicate the directions and steps to be observed in developing the documents.

Having this view in mind, the new Ethiopian general education curriculum has given a direction to English language
curriculum developers from grade one to twelve to design a flow-chart that subsumes the syllabus of each grade built
from learning outcomes, the minimum learning competencies expected to be achieved by the students, the learning
strategies to be preferably used in practicing each language skill, the mode of assessments during/after the students’
practise on each language skill. In like manner, the new English language curriculum developers developed the first
draft, conducted heated successive discussions on each syllabus and sent it to the coordinator of the project, Bahir
Dar University, for further comments and amendments. Accordingly, the university and the Ethiopian Ministry of
Education sent it to Cambridge University for comments and suggestions. Following, each member of the English
panel, went through the comments, discussed in groups and made the required amendment. Having passed through
these steps, the final draft of the syllabus of each grade is presented as follows.

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 English Language Content Flow Chart
Grades 1- 4
Topic Grade 1 Grade 2 Grade 3 Grade 4

The Unit One: My family Unit One: Our Unite 1 My School Unit 1: People and their Work (16
Environment Listening & speaking Surroundings Listening class room objects periods)
Listening and speaking Listening: Jobs
 Letters A … Z Sounds Listening a text about
 Letters F, M, B, S classroom objects  Predicting the main idea of the
 Phonics /a/, /m/f/ & /s/  Short vs long sounds listening passage
 Speaking Asking and 
 Greetings (good /a/ and /e/ Forecast what they are going to be
morning/afternoon..)  Digraph reading answering for direction: in their career. (e.g. What do you
 Sh…ch..bl…. Example want to be?)
Word Study (combination of two  Answering questions while
Father/mother/sister/ brother A; where is the director’s
letters) relate to family office? listening the text.
Initial Reading
and animals  Listening comprehension
 English letters f, m, b, s B; It is near to the library
Listening and speaking Speaking:
 Phonics /a/ & /b/
 Listen to songs on home  Conversation of two students
Initial writing village ReadingMy school about “Directions and places”
 Pencil handling  Listen to a story of a (requesting and answering)
Read a short text with a title  Copy and ask a partner to complete
 Scribble lines family
my school; and answer
 Write letters M, F, B, S,  Talk about an amazing the missing information.
comprehension questions
 Connect dotted lines and place
Reading passage: People and their
form family related words  Questions and answer
Work
 What do you have at your
home? Vocabulary  Pre-, while-, and post reading
Get meaning from activities using the techniques
I have …..
‘what did I know; what I want to
(Necessary words: clothes, vocabulary words of listening
know and what did I learn from’.
table, chair, bed, etc.) and reading texts in context
 Comprehension
 Describe a family tree Grammar Demonstrative  Reflecting on the text and reacting
 Name domestic animals: adjectives such as this, that, to it
cow, ox camel, horse…) those, these - Vocabulary:
 Game: Students say  Students use topic related
 sounds and others identify vocabularies like: cashier,
the name of the animals carpenter, farmer, doctor, teacher,
electrician, cleaner, painter,
Writing policeman, soldier, etc.
 New words from the passage
Write simple sentences using  Blend the sounds on the left with
Expressions vocabulary words the sounds on the right and write
Greetings: Hi, good morning, the words in their exercise book.
good afternoon  Like: br- + -oom
= broom
likes and dislikes - Grammar:
 Using: a, an, the
I like cat
 what people usually do;
I like cow  what people are doing now;
 Describing quantities using:
Do you like a dog? many, one, much, all, any, both,
Yes, I like cow some
- Writing:
I have…  Completing a guided paragraph,
 Describing frequent activities of
My father is…
family members. E.g. she cocks
Word study food.

 Father: grandfather, great

grandpa/father, great
grandma/mother, aunt,
uncle
 Mother: grandfather, great
grandfather, aunt, uncle
 Animals: cow, ox, sheep,
etc. place: fields, forests,
hotels, café, etc. name of
a mountain,
 Home materials eg, chair,
table, bed

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 Initial reading

 Read simple story on

animals
 Read a short description
of a village
 Comprehension questions
on selecting names of
animals mentioned

Initial writing

 Write three related

sentences about their
parents;
 Write three things they
like (foods, animals, etc)
 Writing about their family
tree using a model
paragraph

Time Unit Two: Telling time Unit Two: Days of the week Unit 2 Months of the Unit 2: Rainy Seasons (16 periods)
Listening & Speaking Listening and Speaking Listening: Activities in the rainy
Letters: year seasons
 Letters l, m, c, o Listen and repeat the letters
 Phonics /l/, /k/, /m/, /h/ Listening  Guess what’s going to come in the
aBbCcDdEeFfGgHhIiJjKkLl
and /o/ MmNnOoPpQq Listening text about the month given text.
 Listen & repeat time RrSsTtUuVvWwXxYyZz September  Use the “K-W-L” technique
expressions Sounds: /i/,/ʌ/,/j/,/u:/,/e/,/æ/, Charts,
 Self-introduction (My /ə/, Speaking K = What do
name is…/I’m … /ɜ:/ ;/ai/ I know already about
.Asking and answering for
It’s …/ What time is /θ/,/z/,/d/ /fr/ this topic?
month of September W = What do I want to
it?
 Pronunciation of A; What doyour parent buy to know?
Word Study Monday, Tuesday,
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 Time, o’clock, one, two, Wednesday, Thursday, you every September L = What did I learn from
three…, it, what, second, Friday, Saturday and this text?
minute, hour Sunday .Songs of the month of the  Use the "L" question to the
Initial Reading  -Which day comes next? year. after-listening stage.
 Monday, .question and answerusing~  Students should reflect the
 Repeat letters L, M, O, C
Tuesday,_________ major/key points of the listening
and H
 Friday, Saturday, How many~ and there passage
 Repeat phonics /l/, /k/.
__________  Listening comprehension
/m/, /h/ & /o/
 What day is tomorrow? are…Example How many days
 Practice English Speaking:
_______
phonemes connecting with
 What day was yesterday? are there in June? There are 30  Conversation of two students
appropriate letters
_______ using “Question and Answer”
 It’s…, What is … days in June
 Days of the week song about how oneself or others feel
Initial Writing  What do you study in the the weather/ cold/hot/
first period on Monday? Reading  Students ask for requests or
 Scribble proper lines in  -What do you permission using ‘can’.
relation to the letters L, usually/always do on days  Pronouncing words using
M, O, C, and H of the week? inflections like:
 Connect dotted lines and Read a text about themonths
 [z] in plays, reads, etc
form letters: L, M, O, C Beginning Reading of the year and answer
 [s] in looks, takes, etc
and H comprehensionquestions
 Monday, Tuesday,  [iz] in wishes, rises, teaches,
Wednesday, Thursday judges, etc
Friday, Saturday, - Reading passage: Rainy
Sunday Vocabulary Seasons
 Read and circle words  Look for the big idea or message
Getting meaning of vocabulary
that begin with M, T, W, (main idea) and complete Pre-,
words from the contextof
F, S…letters…. while-, and post reading activities
listening and reading texts
 Read the short text and  Comprehension
fill in the chart  Summarize as I’m
 A short reading reading…
GrammarAdverbs of time ( - Vocabulary:
comprehension using the
present simple tense to next, last, after)
 Students use topic related words
talk about activities on Writing like foggy, sunny, rainy, dry,
different days of the
summer, winter, season, month,
week(reading, writing Write five sentence about

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 ,speaking skills what your parent buy to you rain, etc.
integrated) every September?
 New words from the reading
 Tell something you would
passage
do/study in each of the
days  Gap filling using words related to
Writing the topic
Beginning Writing  Blending and segmenting words
•Write five sentence about
Continue writing relatively and writing,
what your parents buy to you
longer words, phrases and
every September Grammar
short sentences
Days of the week and ordinal  question words usingwh- (when,
numbers where, what, how, who, why)
Put the days of the week in
 Pronoun (we, he, she, they, them,
order
her, him).
Print the correct letter in the  Present Simple
space for each word  Present Continuous
Write the rest of the days of  Possession
the week: Monday, Tuesday,
 Whose (object) is that?
_______, ________
 it’s mine/my mother’s/hers/ his
Put the jumbled days of the
week in the correct order - Writing:
Which day comes next?  Completing a guided paragraph,
Monday, Tuesday,_________  Students write short paragraph
Friday, Saturday, __________ describing the day’s weather in
-What day is tomorrow? their area.
_______
What day was .
yesterday?_______
Word Study:
-Monday – Tuesday -
Wednesday – Thursday-
Friday- Saturday- Sunday
- Some words and phrases that
can be used with the days of
the week:
ÿ- Today-current day

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 ÿ- Tomorrow –the day after
today
ÿ- Yesterday- the day before
today
ÿ- Morning –ÿ- Afternoon-ÿ-
Evening- ,ÿ- Night-
Today is Saturday.
Expressions :
 Today is Friday.
 Tomorrow is
Saturday.
 School is five days a
week.
Road and Unit Three: Colors Unit 3 The traffic sign Unit 3: Safety Drive(16 periods)
Traffic safety Listening and speaking Unit Three: Traffic Light
ListeningListen the Listening: Crossing highways
Listening and Speaking
 Revise the previous letters Letters: textabout traffic light  Using the pre-, while -, and post-
in unit 2 Listen and repeat the letters – colures listening activities provided by the
 Letters g, y, r Aa Bb Cc DdEeFfGgHh Ii teacher or in the text, students
 Sounds: [g] , [j], and [r] JjKkLl Mm NnOo Pp Qq
 Introducing others (my Rr Ss Tt UuVvWw Xx  Listen and compare pictures; then
father’s name is.., YyZz Speaking react on it (e.g. people crossing a
mother’s name is …) Sounds: /i: /, /e /, /əu / , /æ/, high way)
 Listen and say the /ə/,
Asking and answering
colors...green, yellow, red. question about traffic light Speaking:
/j/, /d/, /b/,/g/, / r/, / n/,/l/
 Listen the names of colors Pronunciation of red, Yellow, colors  Students can ask and give
and point to the pictures amber
accordingly. , green… Example answer in a conversation/ dialogue
about crossing a highway and
 Listen and repeat the  Shout command and the Which colors are traffic preventing oneself/ others from car
sounds of letters. kids have to complete light colors? accident.
the relevant action
Word study Green yellow and red  Students use ‘should/ shouldn’t’ to
Red: stop express advice (Like: you
 Yellow, green, red, it, Yellow: run on the spot shouldn’t cross a highway without
what, traffic light Green: Run around the area zebra)
Beginning Reading
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 Initial Reading Read aloud words related to Reading  Students use ‘can/ can’t’ to express
Traffic lights ability
 Say sounds of the alphabet Read a short text about
Read and circle words that  Students use ‘Excuse me’, please
using words that are begin with r, g, y, a, letters…. traffic signand answer can I….?
relevant to the topic -Read the short text and fill in comprehension question  Re-read the listening text after the
(Colors). the chart teacher for fluency.
 Associate the English A short reading Vocabulary getting
sounds with appropriate comprehension using the Reading passage: Safety Drive
letters [g[, [j], [r]. meaningsof vocabulary
present simple tense to talk
wordsfromthe context of  Students read the pre-, while-, and
about activities on different
listening and reading post-reading questions which could
Initial Writing colors of traffic light (reading,
help them know when to focus on
writing ,speaking skills texts.(traffic sign stop,
the text and when to skim it.
 Draw letter like symbols integrated) pass. Slowly)
related to letters (g, y, and Word Study Vocabulary:
r). Related words and phrases Grammar Verb to have
  Students use topic related words
Write letters: g, y, and r (Have/Has)I have a red
 Traffic lights vocabulary: like drive, safety, traffic,
 red, green ,yellow, amber pen.writing.write 6 policeman, road, accident, cross,
 Copy words: green,
 yellow light sentences using highway, walk, speed, careful, etc.
yellow ,red
 red light vocabulary words  Students study and use
 stop light vocabularies related to the main
 green light .write 3 sentences using topic (safety drive). Such as: right,
 cross a street, caution, be “have” and “has” left, traffic, busy, drive, driver, etc
careful,  Read words and statements
 stop, walk, yield, wait, fluently next to the teacher.
zebra - Grammar: The Simple Present
 crossing /pedestrian Tense
crossing  Regular/ irregular plurals
 Key words:
 pedestrian  Likes and dislikes
 cross walk
o e.g. would like / ‘d like…
- school zone
 Prefer … to…
- traffic
Expressions : e.g. I prefer hot air to cold.
( Imperative and present Coffee or tea? I would
tense)

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  Turn left/right at the prefer tea, thanks.
traffic lights.
 Specifying quantity
 Don’t turn right at the
traffic light. e.g. two cokes, three cakes
 Be careful!
 Stop when the traffic Instruction (Imperatives) (e.g. Touch
light turns red. your head, , Raise your arm, etc)
 We already use the Writing:
traffic light systems in a
number of areas.  Writing paragraph using a given
There are many different picture (what people are doing.)
colors Guided paragraph writing,
Beginning Writing
Continue writing relatively
longer words, phrases and
short sentences
Write/spell out traffic light
colors/words
Match Traffic light meanings
with colors(match color &
meaning)

Spelling : Print the correct

letter in the space for each
word
Trace and copy traffic lights
colors
Write the meanings of traffic
lights in order : Red
_____________
Yellow/Amber _________
Green _______________
Put the jumbled colors of
traffic lights in the correct
meanings
What do you do when you see

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 red/yellow/ green light t?
-What does red/yellow /green
mean? ______
Natural Unit Four: Plants Unit Four: Forests UNIT-Four:River Unit 4: Soil
Resources
Listening & Speaking A:Listening and speaking Listening (16 periods)
Listen to a text about river
 Letters ( a, p, s, and w) Listening to a short text on Listening: ‘Soil Protection’
 sounds [a],[p],[s]and [w] forests/trees. Speaking  Students listen to a story about soil
protection and answer questions of
Expressions Dictation: Word level Asking and answering question
pre-, while-, and post listening
dictation(Listening and about uses of rivers.
(I have…, We have…, activities.
repeating -words chosen from
she has…) - tell names of riversin Speaking: Soil Pollution
the text)
students surrounding
 Listen to sounds [a], [p],  Questions and answers dialogue
Talking about parts of a tree: (Awash,Nile)
[s], and [w] and match between two students or between
with picture-words. A tree has… ReadingRead a text about uses teacher and student.
 Listen to words that of rivers and answer  The dialogue can be on soil
(leaves, roots, stem, flower, pollution/ importance/ protection
begin with [a],[p], [s] and
fruit) comprehension question
[w] and distinguish them  Pronunciation of words and
in word initial position. Speak about importance of Vocabulary-Getting meanings reading fluency (students practice
trees (shade, firewood, habitat of vocabulary words from how to pronounce and read
for birds, construction, making listening and reading texts fluently by repeating words and
Word study furniture/table, etc.) context reading paragraphs after the
teacher.) e.g. students can read the
 Air, soil, water, plant, Expressions Grammar listening text (soil protection) after
green… What does a tree have? Present continuous tense the teacher does.

Initial reading (am/is/are + ing). Example Reading passage: Soil

A tree has….
 Read out sounds [a], [p], What do we use a tree for?  Students can guess the main
[s], and [w]. concept of the given text. (e.g.
She/he is fetching water from
 Read words that begin We use a tree for
river
importance of soil, soil pollution,
with [a], [p], [s]and [w]. soil erosion, etc)
Word study
 Read pictures that begin Writing  Use the “K-W-L” technique,
with a, p, s, and w letters. Word related to forests (E.g. -write three sentences about  Use each technique to
 Read words and match forests, jungle, wood, timber, the uses of water. comprehend the reading text and
trees, plants, branch, leaves, answer questions of pre-, while
8|Page
 them with pictures. roots vegetation, etc.) . Complete gap filling exercises and post reading activities in
order to scan and/or skim the
Initial writing Beginning Reading
text.
 Connect dots and form  Read aloud list of words  Students should reflect the
letters taken from the passage major/key points of the reading
 Copy down upper case on forests. text.
letters: A, P, S, and W.  Read a short text about - Vocabulary:
 Match upper cases with forest.  Students use topic related words
lower ones (a, p, s, w).  Answer True/False & like soil, plant, tree, stone,
 Put letters in their blank filling questions pollution, protection, conservation,
alphabetical order: w, s, p, based on the text. etc.
and a.  Using the new words from the
Beginning Writing reading passage (soil)
 Practicing pronunciation of words
 Completing sentences
and reading fluently following the
with words related to the
teacher’s reading and/ saying.
topic.
- Grammar:
 Write 5 sentences about
 Prepositions (place and time
 the importance of trees.
adverbs)
 Contracted forms of sentences
 Wh- questions

Writing

 Writing a story based on the

correct order of pictures (e.g. about
how people polluting or using
soil).

Unit Five: Domesticanimals Unit Five: Food Crops UNIT FIVE: Cash crops Unit 5: Vegetables (16 periods)

Farming Listening and speaking Listening and speaking Listeninglisten to atext about Listening: ‘Types and importance of
Coffee vegetables’
 Letters: d, c, g, o, h  Listening to a short text

9|Page
  Sounds: [d], [k], [g], [o], on food crops Speaking.Asking and  Students listen to a short listening
and [h].  Listen and repeat names answering questions about text about the types and
 Listen and tell the sounds: of food crops Coffee. (it uses, how coffee is importance of vegetables and
[d], [k], [g], [o], and [h].  Dictation: Phrase and prepared) answer questions of pre-, while-,
 Listen and tell names of short sentence level and post listening activities
domestic animals that dictation related to food . Expressing preferences. - Speaking:
begin with the sounds: d, crops Example: I prefer coffee to  A dialogue between students and/
c, g, o, and h.  Telling food crops they tea. (Coffee Vegetable, or teacher and student in the
 Listen the sounds of are familiar in their areas fruits) context of the main topic –
domestic animals and (E.g. corn, maize, teff, Vegetable. (e.g. in a Restaurant)
match with their names. wheat, etc). - Reading passage:
 Listening and  Students read the given passage
Expressions ReadingRead a text about based on the reading activities and
pronouncing vowels and
consonants in the selected cash crops and answer can skim and scan for a gist
 Tell the number of
food crop words (a,i,e,o,u, comprehension questions. accordingly
domestic animals from the
picture: one cow, two m,z,w,h,t,c,r,n,s,g,b) from - Vocabulary:
Vocabulary
cows… maize, wheat, corn,  Students use topic related words
 Speak about domestic barley, sorghum, beans, Getting meanings of like healthy, eating, vegetables,
animals you like most…; etc) vocabulary words from the fruits, disease, prevent, etc.
you dislike most. context of listening and  Complete diagram/ table
Expressions
reading texts.  find boldly written words and
Word study Taking about favorite food construct sentences.
Cow, cat dog, goat, camel,
Grammar  use word bank and match each
I like… injera word with the correct picture by
horse, ox, donkey . plural formation from
She likes… writing the word next to the
Initial reading singular nouns. matching letter.
He dislikes… - Grammar:
 Read aloud the following Writing write 5 sentence
 like…. So do I
sounds: [d], [k], [g], [o], etc. about one of the cash crops
and [h] they prefer. (e.g. I like cabbage very much.So
Word study _____ I. )
 Read pictures of domestic
animals Words related to food crops  Imperative (e.g. mix salt and water.
Use vegetables in your daily meal.)
Initial writing Corn, maize, wheat, barely,
teff, beans, sorghum, etc.  Comparative Degree (e.g._____ is
 Connect dots and form taller/ shorter than _____.)
letters  Full and Contracted form (e.g.

10 | P a g e
  Copy the given letters (d, They have = They’ve, They
c, g, o, and h). haven’t )
Beginning Reading
 Read the pictures and - Writing
write their initial letters. Read aloud the consonants and
Students write a dialogue about what
 Write the missing letters vowels taken from the names
they like and dislike and use correct
in the given words of the food crops
punctuation. Then, read the dialogue to,
 Reading aloud names of or with, a partner.
food crops.
 Read names of food crops
and match -with pictures
of the crops(the teacher -
uses pictures of different
food crops)
 Reading a short text on
food crop and complete
blank spaces.

Beginning Writing

 Copy down the given

words from the
chalkboard.
 -Write the names of food
crops
 Write missing letters to
compete bank space in
names of food crops(E.g.
co- - n)
 Unscramble letters to
write food crop words
(ehwat=wheat, etc. )

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  Identify and write
consonants and vowels in
the names of food crops.
 Write three short
sentences about their
favorite food crop (E.g.
My favorite food crop is
maize, etc.)

Climate Change Unit Six: Hot and cold Unit Six: A polluted Unit Six:cutting trees Unit 6: Clean Water (16 periods)
weather Environment
Listening Listening: ‘Importance of Water’
Listening and speaking Listening and speaking
Listen to a listening text  Students answer questions of pre-,
 Letters: h, c, w, f, s, r about Why People Cut while-, and post reading activities
 Sounds: [h], [k], [w], [f], Trees.
 -Listen and repeat words Speaking:
[s], and [r].
related to a polluted SpeakingAsking and
 Weather song  conversation on :
environment after the answering wh
 Telling about the weather  Water pollution
teacher. questionsabout why their
based on pictures  Telling the Time and Using
 -Listen to a short text on a
families use trees. Numbers (half past three)
polluted environment and
Expressions locate words related to Reading: Effects of Reading passage: CleanWater
pollution. cutting trees
 It is _______ (hot cold,  -Speak about how their  Students comprehend the main
…) environment is polluted. Read a text about the idea of the passage in line with the
 Responding to simple  -talk about what they harmful effects of cutting reading activities (pre-, while-, and
instructions on wearing (students) can do to have post- reading activities)
trees and do
style. pollution free  Students work together and
comprehension questions.
environment. (e.g. complete diagram/table referring
Word study
planting trees, etc.) VocabularyGetting from the passage.
 Hot, cold, weather, rainy, meaning of vocabulary
Expressions Vocabulary:
fog, sun, cloud. words from the context of
Personal pronouns (I, We, He, the listening and speaking  Students use topic related words
Initial reading
She, It) like clean, dirty, water, drink,
texts.
 Read simple sentences disease, importance, etc.
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 such as: Today is hot, E.g. I run on rainy days. Grammar comparison  Select words from the passage
yesterday was cold... What are advantage/dis which are new for them and use
We clean our environment
advantage of cutting trees? the words in context, to fill gaps, to
She eats bread. complete diagrams and tables, to
Writing match with their meanings, etc.
He drinks polluted water - Grammar:
write simple sentence using
Initial writing  Simple Present Tense
feels sick. from vocabulary words
 Connect dotted lines and  verb: do
form letters.
It is a cold day.  I/we/you/they do … He/she/it
 Dictation on weather does...
Word study
words  action verbs (like: act, answer,
Climate, weather, pollution, break, color, etc ) e.g. she breaks
oxygen, etc. the glass.
 Adverbs of Frequency (like:
always, usually, often, etc)
Initial Reading e.g. They always water the plants.
 Nouns (regular and irregular noun
 -Read aloud words related to form plural and singular). Words
to polluted environment. ending with ‘s, ss, sh, z, x or ch’
 Read a short paragraph on use –es to form plural; words
a polluted environment ending with ‘y’, y changes +ies
and fill blank spaces. - Writing
 Read aloud some English  Students write short paragraph
short and long vowels about the importance of water and
from words related how we can keep water clean with
polluted environment proper punctuation.
(Example: a, a: e, e: ,i, i:
o, u, u:)

Initial writing

 Copying down
phrases/short sentences
from the board.

13 | P a g e
  Write missing words on
blank spaces from a short
paragraph on a polluted
environment.

 write short sentences

using words related to
polluted environment.

 Unscramble group of
words and write short
sentences (E.g. good tree
planting= Planting trees is
good. etc.).

 Write 5 sentences about

polluted environment.
 E.g. Polluted environment
is bad for health.

etc.

Patriotism Unit Seven: My heroes Unit Seven: Good Manners UNIT SEVEN: THE Unit 7:
NATIONAL FLAG
Listening and speaking Listening & Speaking My Country (16 periods)

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  Letters : b, h, w, m, g,  Study words taken from Listening Listen - Listening: ‘Famous People in
 Sounds: [b], [h, [w], [g], the text about Good to a text about the national Ethiopia’
and [m] Manner flag speaking .Discussing  Student answers the pre-listening
 Listening to a short story  Short story about good
on the purposes of a questions. Like
on local heroes manners
national flag.  What does the word ‘Famous’
 Telling about their  Short vowel sounds /i/
mean?
heroes/heroine and /e/ and Long vowel . Discussing on the  And also fill gaps of, complete
sounds –/i:/, /ei/- e.g, ship meaning of the colors of
Expressions diagrams, etc while listening the
- sheep, bit - beat, etc;
the national flag. text.
 My hero/heroine is … Bed - made, get - gate
 Summarize the listening text
 My dad/mom /friend…  Relate words to sounds Reading:EthiopianNation
is… and pictures al Flag Speaking:
 Polite words, phrases, and
Word study expression (Please. Read a text a bout  Practicing several ways of asking
Welcome. Thank you. I’m Ethiopian NationalFlag and people how they are doing (How
 Brave, hero, great, winner, are you? / How are you doing?
sorry. Excuse me. Can I answer comprehension
medalist etc)
help you? What can I help questions
 Completing simple  Telling the time and using numbers
you, please? May I get in?
sentences with words  Dialogue on Famous People in
etc
related to a hero/heroine
 Asking for and giving Ethiopia:
 Read and circle words that VocabularyGetting
permission – Can I get in?
begin or end with: : b, h, Reading passage: My Country
May I take your book, meanings of vocabulary
w, m, g,
please? words based on the context  Students predict the main idea of
Initial reading of the listening and the reading passage and answer the
Initial Reading
listening texts. pre, while-, and post- reading
 Read aloud words related
 Reading a story of 4 to 6 questions accordingly.
to a hero/heroine GrammarSimple present  Comprehension
sentences
 Read and circle words that tense to express fact or
 questions from the text – - Vocabulary:
begin with [b],[h], [w], [g] general truth.  Students use topic related words
True or false, fill in the
and [m] like country, world, flag, proud,
blank space parts
Verbs expressing the live, abroad, foreign, my, yours,
Initial writing
Words study – words in purposes of each color of theirs, etc
 Trace dotted lines and relation to – e.g. respect, the Ethiopian National  Students can list out difficult and
form letters. polite, clever, loyal, etc… list
Flag. the new boldly written words and
 Trace dotted lines and of words referring to good use them to construct sentences
form words Writing write 6sentences
15 | P a g e
  Completing missing manners about the meaning of the .
letters in words Ethiopian National Flag
Initial Writing Grammar:
 Constructing simple colors.
sentences using words  Categorizing words/terms  Verbs
related to hero/heroine. – e.g. sorting Good and  Linking verbs (am, are, be, etc)
bad manner words and  Prepositions of Time and place
phrases  at ,on ,in
 Classroom rules – Writing - Writing
ground rules  Students write short paragraph
 Rearrange jumbled about ‘Famous People’ they know
sentences – e.g. I get may using proper punctuation marks.
in.
 Writing short sentences

Unit Eight: Care for our Unit Eight :Foods Unit Eight: Unit 8:
body parts Health and safety (16 periods)
Health Listening & Speaking Keeping our surrounding Listening: ‘Cleaning our
Listening & Speaking
 List of words from the Environment’
Listening Listen to a text
 Letters: e, i, j, k, n, q, u, v, text to pronounce
about personal hygiene.  Learners discus in pair/group and
x, z correctly
answer questions and estimate
 Phonics: [e], [i], [j], [k],  Short text about healthy Speaking pictures related to the listening
[n], [q], [u], [v], [x]and food of 5 – 7 sentences – text. e.g.
[z] simple questions to be Asking and answering
 Do the people in your area use
 Listen and point to their answer after listening questions about what toilets and rubbish holes? Why?
body parts (such as ear,  Short and Long vowel people do to clean their  Students complete while-listening
iris, jaw, knee, nose, etc) sounds – /u/ ‘oo’ – put - house and their villages activities (multiple choice,
 Read and match words food, lut - cook, /o/ & /ou/ using Wh words. true/false, fill in the blanks pace
with pictures (e.g. queen, – dot - bout, got - goat; questions, diagram, etc)
joint, etc, )  Expressions of likes and Reading  Students summarize the reading
dislikes passage and reflect accordingly
Expressions Reading a text about
 I like to eat ….
 Describing body parts  I don’t like to eat keeping our villages Speaking:
(like: This is my …  I like eating…
Vocabulary  Questions and answers in dialogue
I have two ears, …)  I dislike eating …
in the context of the topic
 Short Dialogues for .Getting meanings from the

16 | P a g e
 Word Study practicing asking for and context of the listening and (Cleaning our Environment)
offering helps the reading texts .complete
ear, nose, , jaw, knee, etc Reading passage: Personal Hygiene
Initial Reading gap filling exercise.
Comprehension
 Reading texts of 7 to 10 Grammar Agreement of
Initial Reading  Students discus in pair or group
sentences about healthy pro nouns (subjects) with
and predict what the main message
 Revising the letters taught food verbs.Writing
could be; complete diagram, table,
last time (b, h, g, m, w)  Simple questions – True
Writefive sentences using select difficult words, etc
by filling the missing or False; fill in the blanks,
letter, matching, relating short answers vocabulary words from the Vocabulary
with small letters or  Expressions – I like to eat listening and reading texts.
pictures; …/I don’t like to eat  Students use topic related words
Questions and answer – like environment, clean,
 Re-read the letters (e, i, j,
What do you like to eat? responsibility, etc.
k, n, q, u, v, x, z ) and
words beginning with  Students list out difficult words
Word study from the passage and use them to
them.
complete sentences and paragraph,
 words from the text
Initial Writing fill gaps, diagrams … like Keeping
 Words on food items
our personal (1)__________ is
 Find and connect
Initial Writing important…
uppercase letters with
lowercase letters  Copying while they are Grammar:
 draw patterns of curved dictated.
 Verbs
lines, vertical strokes and  Copying words about
 helping verbs; like:
dots related to letter foods
formation (e, i, j, k, n, q,  Writing simple sentences
u, v, x, z) using likes and dislikes. To be, To have,
 copy words  Expressing preferences To do, Modals
 Write simple sentences
like :  singular and plural forms of verbs.
This is my hair.  The students repeat the words after
I have two ears… the teacher and write the plural
forms of the verbs in their exercise
book adding s, esand ies.(e.g.
go=goes, wash= washes,
play=plays)

17 | P a g e
 Writing:
The students rearrange the scrambled
sentences in the correct order and re-
write as complete paragraph.

Unity in diversity UNIT 9:Respecting Each Unit 9:

Other/Mutual Respect
Appreciating Communalities and
Listening Difference (16 periods)

Listeningto a text about Listening: ‘Ethiopian Commonality’

respecting each other.
 Students segment and blend the
Speaking word ‘commonality’ like:
asking and answering about com…mon…ali…ty; then
how to respect our blending together and understand
parent/teacher? the meaning of the word.
 Listen to the text and complete
Reading diagram, paragraph; list out words,
etc.
Reading a text about the use
 Summarize and reflect the main
of mutual respect and do
idea of the text.
comprehension questions.
Speaking: Commonalities and
Vocabulary Getting
Differences
meaning of vocabulary words
using the context from the Dialogue about commonalities and
listening and reading texts. differences in a defined area.

Grammar Future tense__ Reading passage: Appreciating

to express what learners will Communalities and Difference
do in connection with
 Students look at the title of a text
respecting each other
and predict what the text will be
Example: I will….my about
parents.  Students read parts of a text and
ask themselves question about why
Writing or how things happen in the
manner they do.
18 | P a g e
 write 6 sentences about the  Students read texts and answer
features of respectingothers comprehension questions
 Students read a text with accuracy,
appropriate rate and expression
Vocabulary:

 Use words like commonality,

culture, diversity, difference, unity,
togetherness, etc
 Words related to the topic and;
 Boldly written words in the
reading text (such as:
commonality, culture, diversity,
difference, unity, togetherness,etc)

Grammar:

 Simple Present Tense (Revision

exercises)
 Simple past (E.g.: I got up … I
went to … I was … They were …
)
 Regular and Irregular verbs:
 jump → jumped
 skip → skipped
 keep – kept,
 think - thought
 Collective nouns E.g.:
 A herd of cattle

Writing:

Students write a two paragraph text

about what people in their area have in
common. Example: the commonly used
food type in their area. ‘Injera and wot’

19 | P a g e
Technology Unit 10 Pottery Unit 10:

Listening Woodwork (16 periods)

Listening: ‘Wood Technology’

Listening to a text about
one of the clay made  Students list out the names of
objects technology they know and describe
the function of each.
 Students listen about wood
technology and sort out the types
Speaking
of wood product and their
importance.
 Reflect the main idea of the
Compare and contrast clay listening text
made objects with modern Speaking: Importance of Wood’
objects that give equal Students examine the economic and
services. social advantage of wood through
dialogue.
Vocabulary Reading passage: Woodwork

Students analyze the meanings of

combined/ joined words which are
Getting meaning of
made of two separate words. E.g. wood
vocabulary words based on +work= woodwork;
the context of the listening  Students read the passage and
and reading texts. complete a table about the different
product and advantage of wood.
Grammar  Students summarize the concept of
the passage and reflect.
.Comparison and contrast
Vocabulary:
(similar to, as…as. …than …)
 use topic related words like
. positive, and comparative
wood, work, woodwork, technology,

20 | P a g e
 Writing product, furniture, household, office,
chair, etc. Students combine/join two
Writing 3 sentences using the separated words together to make a
vocabulary words from the single independent word. Like:
listening and reading texts hardboard, work-piece, hand-screw,
hardwood, etc
. Writing 5 comparative
sentences with regard to clay Grammar
made objects and similar
modern objects.  Present Continuous Tense (what is
happening now) E.g.

 We are sitting on the

chair.

 Simple Past (what happened in the

past) (Was/Were) e.g. what was
the __________?

Writing:

Students write longer and combined

sentences as well as they write
paragraph using simple present, simple
past and present continues based on
their function and usage.

21 | P a g e
 English Language Content Flow Chart
Grade 5-8
Topic Grade 5 Grade 6 Grade 7 Grade 8

The Unit One: Holidays Unit One: Traditional Games Unit One: Living in Rural Area Unit 1: Economic Activities in
Environment Listening Listening Listening Rural Areas
Listening to the description of certain  listen to a text and describe the Listening
 Listening a Text on Public traditional games (e.gGebeta) life style of the rural people
Holidays Speaking  Short listening text in which
Speaking
 Brainstorming Question different speakers explain
 talk about the advantages and
 What do you like most during  Guessing the game based on its the main economic activities
disadvantages of living in the
holidays? description in rural areas.
rural area
 Pronouncing key words in the  Expressing favorite game(s) Speaking
Reading
listening text. Reading
 Interview each other about
 Listening to a specific  understand the life-style, the
 Dialogue on how one of the the economic activities in
information/specific details. economic activities and culture of
traditional games is played their area using ‘wh-
 Listen and complete sentences. the rural people
 A passage on one of the ‘questions.
 Listening to a gist (purpose, Vocabulary
Reading
traditional games (eg. Gena)
theme and so on of the listening  work out the contextual meaning
Vocabulary
text) of words in a text that they read  A reading passage on
 Listen and write two major  From the listening text Grammar ‘Economic activities in rural
points you have heard in the text.  From the reading texts  use simple present tense to areas’.
 What do your parents do during Grammar describe routine actions  Scanning and skimming.
holidays? Writing Vocabulary
Speaking  Simple present and present  write simple three sentences that New words related to the topic
Holiday Greetings continuous tense passive voice. can support or negate the ideas in (economy, income, tourism,
Happy new year!.  Social expressions: the preceding sentences mining, farming, non-farm
Happy new year to you!  Likes and dislikes  use comma in different written activities, etc.)
Debate on Holiday Expenditure Writing sentences correctly Grammar

 Do we need to spend much of  Writing sentences using the  Active and passive simple
our resources for celebrating vocabulary words present tense

22 | P a g e
 holidays?  Writing a short descriptive Writing
WH Questions and Responses paragraph about a favorite
 Writing about one’s daily
traditional game (cultural sport)
 What do you eat during routines (every day
holidays? activities)
 What do you during holidays?  Sentence mechanics
 What do you wear during (capitalization, comma,
holidays? conjunctions, full
 I wear ……….. Clothes. stop…)
 What do you do doing holidays?
 During holidays, I dine with the
entire family.
Reading

 Reading: The Ethiopian New

Year
 Brainstorming
 When was it you celebrated your
last holiday for the year?
 Pronouncing
 Key words
 Read and details in the text)
 Comprehension
 Reference questions
In the paragraph 1, line 4, the
pronoun “it” refer to_______?
Vocabulary
Fill in the in the following text with
the most appropriate holiday-related
words listed below.

 Holiday-related vocabulary
 Holiday, celebration, eve, fun,
enjoy, dine, wine, etc.
 Write sentences using words that
collocate with holiday
 Words collocate with holiday

23 | P a g e
  Holiday song
 Holiday clothes
 Holiday food
 Annual holiday
 Extended holiday
 Holiday travel
 Holiday party
 Holiday destination
Grammar in Context

Simple future tense Write what you

want to buy for a holiday.
E.g., Subject + will + main verb +
object
•Simple Present
Write about activities you want to do
during holidays
E.g, I celebrate….
I buy a new…..for the holiday.
I cook a special food for the holiday.
I decorate ____________.
I clean_________________.
I play__________________.
I eat
___________________________,
Writing
Write names of holidays which are
most celebrated by people around
your village
Write a short descriptive paragraph of
3/4 sentences on how a certain
Ethiopian holiday (a learner knows
most) is celebrated.
Write a short comparison paragraph
of 3/4 sentences on two holidays you
celebrate most.

24 | P a g e
Time Unit Two: Dry Season Unit Two: Seasons and Human Unit Two: History of Calendar Unit 2: Types of Calendar
Listening: Activities Listening
The Dry Season and Its Importance
Listening  Types of calendars in the
Listening
 Which months fall in the dry world (listening text)
Listen to the idea in each paragraph
season in the Ethiopian context?
Listening to the description of and understand its meaning /content
 Is the dry season important?
Why? seasons
Read a short text on the major
characteristic of the dry season Speaking
Speaking
Listen and complete the sentences collect information from people or Speaking
Discuss on what Ethiopian farmers
with the words you have heard in the other references and talk about  Talking about different
listening text. do in each season different local calendars in few calendars in Ethiopia and
Listen to the major characteristics of sentences
Reading tell their similarities and
the dry season in text carefully and Reading differences
complete the chart compare the Ethiopian and European
Reading about seasons and human With the Ethiopian
Calendars in terms of counting time mainstream calendar.
 What three things do you like activities and do comprehension Vocabulary
most about the dry season?
questions  work out the contextual meaning Reading
The three things I like most about the
of words written in bold in the
dry season are __________________  Reading passage on
Vocabulary passage
Speaking Gregorian calendar
 use the newly learnt words in
What do rural school Vocabulary
Meanings of vocabulary words in the everyday communication
children/farmers do during the dry Calendars, lunar calendars, solar
context of the texts (listening and Grammar
season? calendars, lunisolar calendars,
 use simple past tense in
What happens to your surrounding reading) seasonal calendars.
describing past actions or events
during the dry season? Grammar
Grammar Writing
Debate Comparisons (similarities and
Sunny weather is better than rainy  develop ideas into a small
differences)
weather.  Future indicator verbs (simple paragraph
Comparative adjectives
Reading present, present continuous, be Wide /wider…than, more…than
Read a short text on the major E.g. Gregorian calendar is used
+going to and will + v-1)
agricultural activities Ethiopian wider than Ethiopian Calendar.
farmers accomplish during the dry Social expressions
season Expressions of comparison

25 | P a g e
 E.g., Could you list down some of the Expressions for greetings and wide/ wider…than, more… than,
major activities farmers do during the departing as…as, etc.
dry season?- Social expressions:
Writing agree/disagree
 Justify why they do these
activities during the dry season?
 sentence writing using the Writing
 Write down the major themes
you heard in the reading text. vocabulary words  Basics of paragraph writing
Reference questions  Writing a short paragraph using (Unity, coherence,
What does the pronoun “he” in development, adequacy)
one of the seasons and human
paragraph 4, line 12 refer  Write a paragraph on one of
to_________? activities the calendars in Ethiopia.
Inference Questions
What can you infer when the writer
says, “winter is not the only dry
season?”
Write about one major agricultural
activity rural school children do
during the dry season.
E.g., Harvesting, plowing, etc.
Vocabulary
Pronounce the following words
E.g., arid, semiarid, scorching, parch,
desiccate
Complete the following text with
words related to the dry season.
E.g., arid, semiarid, scorching, parch,
desiccate
Words related to the seasons of the
year
Guess the meanings of words related
to seasons of the year from in the
following given text.
E.g., spring, summer, autumn/Fall,
winter,
Words related to whether

26 | P a g e
 Sunny, cloudy, partly cloudy, clear
sky, light rain, heavy rain, freeing
rain, lightening, thunder,
Write as many dry season-related
expressions as you can about the dry
season and study their meaning
(humid, moist, etc.)
Grammar in Context

 Simple Future
Write a descriptive paragraph of 4
sentences on the weather forecasts of
two towns.

 Simple Present
Write a narrative paragraph of 4
sentences on what happens during the
dry season.

 Comparatives and superlatives

Comparatives (…as…as…)
E.g. ….as hot as…... as rainy as….
…..as windy as….

Comparatives …adj+ er + than ….

…….hotter than …..; …higher than
…….
Superlatives: ….the+ adj.+ est
Gambella is the hottest of all towns.
Addis Ababa receives the highest rain
fall in Ethiopia.
Simple Past
Write a descriptive paragraph of 4
sentences using the previous two
weeks of weather reports of two
towns.
Writing

27 | P a g e
 Write as many dry-related
expressions as you can about the dry
season and study their meaning
(humid, moist, etc.)
Write 4 related sentences on what
happens to your area during the dry
season.
Road & Unit Three : Accidents Unit Three: Traffic Police Officers Unit Three: Road Safety Unit 3: Traffic Rules
Traffic Safety Listening
.Listening Listening Listening
Listening to the text about Listen to the text and find out specific  Traffic rules in Ethiopia.
Listen to a text on major causes of
responsibilities of police officer and information from each paragraph Speaking
accidents
do activities Speaking Asking and giving advice about
What is accident to you? Reading obeying traffic rules and
Reading about the responsibilities of  talk about their role, as students,
regulations.
Would you tell to your teacher about traffic police officers and do in reducing car accidents
Reading
the accidents you saw/heard recently? exercises  identify and pronounce words
with silent consonants in English Violation of traffic rules and
What type of accident was it? correctly regulations in Ethiopia
Vocabulary Reading Vocabulary
Practice on meanings of vocabulary examine how road safety is respected
E.g. Breaking an arm, a leg; falling Speed, driving, vehicle, traffic
words in the context of the texts
off a horse; falling of bicycles; etc. and people set themselves free from light, rules, regulations, traffic…
Grammar
and words related to traffic rules.
What should be done as an accident Present perfect tense active and threats of car accidents
passive Grammar
occurs? Vocabulary
Social expressions Giving and receiving advice
Comprehension questions Practicing on expressions for use the newly learnt words in the Modal verbs: Should/ ought to/
telephone conversation had better…
 Fill in the balks with the reading passage in spoken or written
Writing E.g. You should stop at red
appropriate word and sentences lights. You should use zebra
expressions you have heard from  sentence writing using the crossing to cross a road. You
Grammar
the listening text. vocabulary words in the texts shouldn’t stop at amber light.
decide when and how to use gerunds
 Read and cross out sentences Etc.
 Writing a short expository and infinitives in sentences
which you have not heard from Writing
the listening text. paragraph about the activities of Writing Writing a friendly letter
 Listen to the text and write a a traffic police officer
 order ideas logically into a
summary of 3 sentences on the
text. paragraph

28 | P a g e
 Speaking  use capital letter correctly in

Role-play different written texts

 Listen to a dialogue between A

and X on a car accident and play
roles of A and X in turns.
 Write down the major expression
you read from the dialogue on a
car accident.
Debate
 Fatalities and causalities of car
accidents outweigh people dying
from COVID 19.
Reading

A reading text on types of accidents

Scanning a text

Read and choose the correct answer

Table completion

 Read and complete the given

table with words and phrases
you have heard from the
listening text,
 Skimming a text
 Read the text and match the
major themes of the paragraphs
with the paragraph numbers.
 Explain the writer’s opinions.
 What does the author want to
transmit in his text?
 Write about your attitudes about
the text.
This paragraph is mostly about

29 | P a g e
 __________.

Passage talks mainly about

__________.

Vocabulary

Words from the reading passage

Fill in the following text using

relevant expressions you have read
about accidents.

Accident, crash, causality, fatality,

death, injury, etc.

Forming questions with language

expressions

High way traffic, driving speed,

minimum driving speed, maximum
driving speed, pedestrians, Zebra-
crossing,

 What does the highway traffic of

Ethiopia look like?
Grammar in Context

Simple past

Dialogue

A: When did the accident happen?

B: It happened on Sunday, March 23,

2021.

A: What did it cause?

B: It caused much damage on people

and properties?

30 | P a g e
 A: What caused the accident?

B: Reckless driving caused it.

Write 5 related sentences on an

accident you saw/heard recently.

Simple Present

Talk about the social, psychological,

economic, etc. effects on an accident
(breaking of a leg, burning of
residences, etc.)

Obligations

will have to…

has to ….

Had to…

Write a paragraph of 4-5 sentences on

possible solutions to minimize car
accidents in your area/Ethiopia.

E.g. Producing qualified/skilled

drivers, minimizing importing of
used cars, etc.

Writing

 Write a contrast paragraph of 4-5

sentences on trends of a car
accident for two selected regions
of Ethiopia.
 Write paragraph of 4-5 sentences
on the causes of an accident (E.g.
Breaking an arm, a leg; falling
off bicycles; etc.)
 Write a paragraph of 4-55
31 | P a g e
 sentences on the effects of an
accident (E.g. Breaking an arm, a
leg; falling off bicycles; etc.)
Natural Unit Four : Minerals Unit Four : Animals Unit Four: Endemic Animals in Unit 4: Animal conservation
Resources Listening Listening Ethiopia
Listening
Listen to a passage on mineral Listening to a text about farm
resources in Ethiopia animals and do exercises Listening Short description of endangered
Have you listened to anything about Reading Listen to a text and find out the gist animals
minerals? If yes, When was it? Reading about how animals are (main point)
Can you list down some of the natural resources and do exercises Speaking
minerals you have in your Vocabulary  collect evidences and talk about Speaking
environment? Practice on meanings of vocabulary one of the endemic animals in
words in the context of the two texts Ethiopia Short animal story taken from
 How can we classify minerals?
Grammar  pronounce a velar voiced sound encyclopaedias/ a story book.
 Can we reserve minerals? Why?
Modal auxiliary verbs– may, might, [ɱ] in any word correctly
Comprehension questions Reading
will ,would, shall, should Reading
 Listen and tick on only those Writing  identify the endemic wild  a reading text on
sentences which you have heard animals in Ethiopia and the conservation of endangered
 sentence writing using the
in the listening text places where they live in animals in Ethiopia.
vocabulary words
 Tick on names of common  explain the benefits of such
 Writing a short descriptive
mineral resources only on those animals for the economic
paragraph about one of the Vocabulary
ones you heard in the listening development of the country
animals learners like to write
text .from the lists given. Vocabulary Wild animals, conservation,
 Write down 3 of the functions of  work out the contextual endangered, extinction, hunting,
the mineral resources. Function meanings of the words given national parks, animal species…
1: _____ in bold in the passage
 Draw the map of Ethiopian and  use the newly learnt words in Grammar
locate where each mineral is spoken or written sentences
Past simple and past
found. Grammar
continuous
 Potential mineral reserves of  decide when and how to use
Ethiopia. prepositions in sentences E.g. While the deer were
Describe and explain the actual uses correctly grazing, a leopard saw them
of minerals in the Ethiopian context.  identify those words which
Expressions of sympathy and
Speaking are mostly not followed by
anger
Read and comprehend the dialogue prepositions
between a teacher and a student given Eg. I feel sorry for elephants
32 | P a g e
 below. which are just killed only for
What is the dialogue about? their ivory.
Who are speaking in the dialogue?
It feel so painful …
Why do you think the teacher is
asking a question? It makes me angry ...
A: Hello! Would you please sate
some of the house objects which are It offends me…
made from minerals?
B: Certainly. I can mention some.
Pans, stoves, widow glasses, electric Writing
cables, etc.
A: Could you explain this a bit more? Re- arranging Jumbled
B: Yes. Some minerals are useful to sentences; using cohesive
make houses such as iron sheets and devises and writing a paragraph
window frames. Some are also about endangered animal (e.g.
important to make cars, computers, the jumbled sentences can be
fertilizers, etc. about one of these: ‘Walia Ibex,
red fox, Chilada baboon, etc.).
A: ….
B: ….

Debate
Renewable minerals are more
important than non-knowable ones.
Prepare a speech for your debate
Make 2 minutes of speech to your
classmates and present it.
Reading
Reading a text on Sustainable
Mineral Use Resources

 Can you guess the meaning of

sustainable?
 Would you explain the
importance of mineral resources?
 Scanning a text for specific
information.
33 | P a g e
  Read and decide whether each
sentence below is true or false.
 Inferring meanings of specific
words from a given text
What does the phrase “renewable
mineral resources mean in paragraph
4, line 6?

 Skim a text for general ideas.

 Write the general theme of each
paragraph in one sentence.
Paragraph 1: ___________
Paragraph 2: ____________

 Predict meanings of expression

from a given text
 E.g. what is the write
hypothesizing when he/she says
mineral resources can be
renewed?
 Write a summary for the reading
text.
Write a summary of s sentences using
the key points of the reading text.
Vocabulary
Words from the Reading passage
Guess the meanings of the following
words in BOLD as they are used in
the reading passage.
Word spider
Look up a dictionary and write as
many words as you can that go with
resources.
E.g. classroom resources, renewable
resources,
Grammar in Context
Comparison: adjectives and adverbs
34 | P a g e
 Dialogue
Positive/zero degree (as … as )
Comparatives (adjective + er)
Superlatives (the + adjective + ests)

Soft Softer Softest

Hard Harder Hardest
Fast faster fastest
Construct sentences using the above
adverbs of comparison
Zinc is softer than copper.
Diamond is the hardest mineral.
Iron is as hard as diamond.
Writing
Of many functions they provide,
minerals can used to:
- make cars, - computers, -fertilizer,
etc.
Write a short narrative paragraph of 5
sentences on the importance of one
mineral resource you are most
familiar with.
Farming Unit Five : Bee keeping (honey Unit Five : Poultry Unit Five: Dairy Farming (Cattle Unit 5: Cattle Fattening
production) Listening Fattening) Listening
Read a story on Beekeeping Short description of endangered
Listening to the described animal
Activity/Haney Farm Listening animals
(hen) listen to a text and complete the Speaking
 What do you know about
And do listening questions paragraph with correct words/phrases Short animal story taken from
beekeeping activity?
Speaking encyclopaedias/ a story book.
 What is it called we get from the Reading
Reading
bees?  conduct a two-minute debate on
Reading about birds from which  a reading text on
E.g., Heal wounds, contains useful the title, “continuing with
poultry is produced and do conservation of endangered
plant chemicals (antioxidants), boosts Ethiopian origin cows versus the
comprehension questions animals in Ethiopia.
immunity (food appetite) hybrid ones in getting quality
Vocabulary
A honey ______________ Vocabulary milk
Wild animals, conservation,
How a bee keeping activity differs
Practice on meanings of vocabulary  pronounce long [u: ] and short [u endangered, extinction, hunting,
from other types of farming
35 | P a g e
 activities? words in the context of the texts ] vowels correctly national parks, animal species…
Grammar Reading Grammar
 Write down the bee family
discusses the present status of dairy Past simple and past
types. Modal auxiliary verbs - must, have
farming i and possible measures that continuous
________ ________ _______ to, need, etc. can help improve it especially in the E.g. While the deer were
Listen for specific information
Writing context of Ethiopia grazing, a leopard saw them
Listen and complete the table with
Vocabulary Expressions of sympathy and
the appropriate information you have
 sentence writing using the  work out the contextual meanings anger
heard from the listening text.
of the words given in bold in the Eg. I feel sorry for elephants
Listen and write short answers to the vocabulary words
passage which are just killed only for
given three question.  Writing a short illustrative  use the newly learnt words in their ivory.
E.g., What does a worker bee do?
paragraph about poultry. spoken or written It feel so painful …
Speaking
communications It makes me angry ...
 Talk about the functions of the Grammar It offends me…
body parts of the bees.  decide when and how to use Writing
E.g:A bee uses its wing to fly. “going to” and “will” in Re- arranging Jumbled
sentences correctly sentences; using cohesive
A bee uses its paws Writing devises and writing a paragraph
_________________. about endangered animal (e.g.
 prepare an outline for a the jumbled sentences can be
 What contributions do bees play paragraph about one of these: ‘Walia Ibex,
other than producing hone?  use exclamatory mark correctly red fox, Chilada baboon, etc.).
 Ask/interview your families or a in different written texts
person whom you know and who
knows very much about the
medical value of honey and write
7/8 sentences report.
 Use comparison expressions and
compare the queen with the
worker bees.
 Use contrast words and
expression expressions contrast
the worker bees with queen.
Reading

Bee Types

36 | P a g e
 Brainstorming

 Have you ever visited a bee

farm?
 Discuss some of the economic
value of beekeeping?
 Read and match the bee types
with their activities
 Fill in the sentences with the
appropriate expressions used in
the reading passage.
 Which bee type you like most?
Why?
 Sate your opinions on the life-
time of each bee types?
 Write a comparison paragraph of
7 sentences by comparing two
bee types: the king and the
queen.

Vocabulary
Bees’ Body Parts
Use the words related to bee body
parts and complete the following text.
What kind of an animal is a bee?
Frightful
likable
Grammar
Simple present
The bee uses its paws to _______
The bee uses its wing to _______ .
The bee uses its eyes to _______
The auxillary: can
If you were a bee, which bee type
would you like to be?
I were a worker bee, I would like to

37 | P a g e
 do _________ .
If I were a queen bee, I would like to
do __________ .
Fill in the sentences below using the
given words
Sting, fly, dance, work, smell, sing
Bees can _________________.
Bees can _________________.
Bees can _________________.

Writing
Complete the given text with bee
keeping related words.

Write a descriptive paragraph of 5-6

related sentences on how bees
produce honey (You may refer books,
or ask people who keep bees.)

Climate Unit Six : Water pollution Unit Six : Air Pollution

Change Unit Six: Land Conservation Unit 6: Afforestation
Listening Listening Listening Listening
Speak to your partner about the Listening to a text about pollution  listen to the text carefully and  Listen on the Benefits of
importance of water. find out general information afforestation
Speaking
 What do we mean by clean Speaking  Speaking
water? speaking activities on the effects of  hold group discussions on the  Arguing on the importance
 Where do we get water from? pollution contribution of every citizen in of planting trees.
 Have you heard about water land conservation Reading
pollution? Reading
• pronounce long [i: ] and short [i ]
 Listen and match the causes of Reading on the harmful effects of air  Reading a poem on entitled,
vowels correctly
water pollution with their pollution and do comprehension ‘Trees! Trees! By Mr. R.’S
descriptions. Reading
questions enhance their awareness about land fun kids
 Listen and complete the given
conservation in Ethiopia currently and (https://mathstory.com/trees
text on water pollution with the
words you have heard from the the hazard that would result in if not -trees)
listening text. Vocabulary properly conserved Vocabulary
 Discuss what they feel about
38 | P a g e
 water pollution.. Guessing the meanings of vocabulary Vocabulary  Afforestation, reforestation,
 Speak about the major lessons words in context  work out the contextual meaning forest, landslide, cleaning
you can learn from the listening of the words given in bold in the site, cultivation, tree count,
text to keep clean the rivers in Grammar
passage disaster, fertility, native
your area.
Speaking
Form, meaning and uses of simple  use a dictionary and look up trees…
past and past continuous tenses synonyms  Synonyms and antonyms
Speak about all the water sources in passive Grammar  Prefixes and suffixes
your area such as streams, rivers,  determine how to use countable Grammar
lakes and floods. Discuss with a Writing
and uncountable nouns in
partner how clean the water in each Writing a short effect paragraph different sentences correctly  Relative clauses
source is. Are they different? Why? about pollution (defining and non-
Writing
defining relative
The following are some of the water
proverbs and expressions. Study their  convert outlines into sentences clauses)
meanings with your teacher. The and develop a paragraph
Writing
first two are done for you.
 Summary writing
A fish out of water

Not feeling at home where you are.

Blood is thicker than water

Family is more important than

anyone or anything else.

Don't make waves.

Don't wash your clothes in public.

Dry up your drip Gone water. does

not mill anymore

In deep water

It is like drinking a glass of water.

It is raining cats and dogs.

Is water pollution a concern to you?

Reading

39 | P a g e
  What happens to us when we
drink polluted water?
 What do we mean by water
bodies?
 How clean are the waters you
have in your locale?
 Read and decide whether each of
the following statements is
TRUE or FALSE.
 Complete the black spaces in the
following text with the
appropriate words you have
heard in the reading passage
 Match the themes of each
paragraph with paragraph
numbers.
 Justify whether the following
sentences are true of false
according to the reading text..
 What does the pronoun it in
Paragraph 1, line 3 refers
to____________?
 What do we mean by hazardous
effects?

Vocabulary

Fill in the balk spaces with the most

appropriate form(s) of the given
words.

Guess the synonyms of the following

wards (effect, contaminate, harmful,
dangerous, etc.)

Guess the opposite meanings to each

of the following word given in
BOLD.

40 | P a g e
 Rearrange the following 3 jumbled
sentences on the effects of water
pollutions and form a paragraph.

Grammar in Context

Simple present and simple past

Complete the text below on causes

and effects of water pollution with
the correct forms of either the simple
present or simple past tense forms of
some verbs the given verbs.

Active and passive voice

Active:

 Flood pollutes water.

 Animals polluted water.
 Passive:
 Water is polluted by water.
 Water was polluted by animals.
Use the correct forms of the verb in
active or passive and complete the
text.

Writing

Compose a grammatically correct

paragraph of 6 sentences on the major
water pollutants.

E.g., floods, animals, people, etc.

Below are given some water

pollution effects. Select one of the
effects of water pollution below and
write a comparison paragraph of 6
sentences.

 affect aquatic life

 infant mortality

41 | P a g e
  lack of portable/drinking water
 Affects the food chain.
Patriotism Unit Seven : Responsible citizens Unit Seven : Hard-work Unit Seven :Volunteerism Unit 7: Charity
Listening Listening Listening
Good Citizens Listening listen to the text and be motivated to ‘The Ladybug foundation’
Brainstorming live for others and get the top most (listening for note-taking
Listening to a text about Patriotism satisfaction Speaking
 What do you think are good
Speaking
citizens?  Speak on ‘charity begins at
 Do you like to become be called Telling about features of patriotism Speaking home’
a good citizen? Why?  play the role of different  Tell story of a charity
 While listening characters as a helpless citizen, man/woman in Ethiopia.
 Copy the chart and fill in it with volunteer, corrupted person and Reading
the qualities of good citizens. show their play to the class A reading passage on
Post-Listening
Reading  pronounce [ ə] vowel correctly ‘Charitable persons’
Talk to partner about the qualities of Read a text about hard working and Reading Vocabulary
good citizens you what to have. do comprehension questions Charity, volunteer, humanitarian,
 develop positive attitude towards
Speaking volunteerism and get the priceless humanitarian crisis, generous,
Vocabulary
Pair-work satisfaction good will ambassador, poverty,
Be in pairs and tell to a partner how Guessing the meanings of vocabulary Vocabulary etc. Grammar
much you: words in context The simple past Vs the past
 guess the contextual meaning of
continuous tense
 Tell the truth. Grammar the words such as charity,
Writing
 Care for other benevolence, kind, etc given in
past perfect tense ( form, meaning Narrative paragraph
 Respect the rights of yourself bold in the passage
and use)
and others Grammar
 Perform civic duty Writing understand the form of past perfect
 Obey the law
Writing a short effect paragraph tense and use it correctly in different
Reading
about hard working communicative situations
Pre-Reading
Wormers Writing
Do you respect elderly people? writing a conclusion to a paragraph
Write down some characteristics you
expect from good citizens?
How can you become a good citizen?
Can you mention a man/a woman
whom you call as a good citizen in

42 | P a g e
 your village?

 Are you responsible for what you

do and say?
 While-Reading
 -Read each of the following
sentences and put a tick mark
only on those which describe the
characteristics of good citizens.
 Match the themes of each
paragraph with paragraph
numbers.
Reference
What does the pronoun “they” in
Paragraph 1, line 3 refers to.
Inference Questions
What do we mean by qualities of
good?
Discuss the characteristics of good
citizens you have heard from the
listening text and relate it to
yourself/your family.
Word Study skills
Words from the reading passage
Read carefully the given words and
fill in the text with their appropriate
forms.
Citizenship-Related Expression
Citizen, respect, honesty, considerate,
citizenship, active citizenship, active
citizen, civic behavior, civic
engagement, civic culture, civic
values etc.,
Pronounce and understand the
meanings of the above citizenship
related words and use them to
construct your own sentences.
43 | P a g e
 Grammar
Simple Present
Describe those characteristics which
you expect from good classmate.
E.g.: A good student is considerate of
the differences. He/she is very much
aware of these and accountable for
what he/she does. ….
Simple Past/Simple present
Remember one of your classmates in
grade 4 whom you have known as a
good student and write descriptive
paragraph of 6-7 sentences.
Writing
Narration
Write a grammatically correct
paragraph of 6-7 sentences on a
classmate whom you consider as
respectful for others.
Write about your impression/feelings
of good citizens in 6-7 sentences.

Health Unit Eight : Health Facilities Unit 8: Personal Hygiene

Listening Unit Eight : First aid Unit Eight: Fitness Listening
Health Care Facilities Listening Listening ‘Good habits for better health
Listening to a text about Causes of and hygiene’ (a listening text
 Where do you go when you are
accidents  listen to the text and find out from:
sick? main ideas from each paragraph
Speaking toppr.com/guides/essays/health-
 What do you feel when you are Speaking
Discussing on ways of minimizing and-hygiene-essay).
sick?
pain of accidents  argue for or against a premise and Speaking
 What do we mean when we say a
Reading develop their skills of persuasion A speech on the meaning,
man/woman is healthy?
Reading about First Aid and do  Pronounce [ ɔ] sound correctly importance and frequency of
 Listen and match the health care comprehension questions personal hygiene.
facilities with the descriptions of in different words.
Vocabulary Reading
their functions. Reading
Guessing the meanings of vocabulary describe the benefits of fitness and The importance of personal
 Listen and draw the health care words in context hygiene (from
actions to be taken to achieve it
44 | P a g e
 types you heard in the listening cram.com/essay/Personal-
text. Grammar Hygiene-Essay-The Importance-
 Listen and fill in the blank Vocabulary of-personal/PKA34A9UREE5)
 Conditional sentence type I work out the contextual meanings of
questions
( form, meaning and use)
 Talk about the author’s ideas in the words given in bold in the passage Vocabulary
your words to a partner.  Social Expressions Grammar Hygiene, health, clean, healthy,
 Write the major health care  Giving and receiving advice  add tag questions to both happy, successful, take care…
facilities you heard in the affirmative and negative Grammar:Adverbs of
listening text. statements in different tenses. frequency
Writing
Speaking Write a short expository paragraph Writing
Always, usually, sometimes,
Listen and understand the dialogue about ways of minimizing pain of  write sentences that have unity of
often, never, Rarely, hardly ever.
between a doctor and a patient. accidents ideas in a paragraph
Writing
A: When did it (the headache) start?
a descriptive paragraph on
B: It was yesterday.
keeping personal hygiene
A: Have you taken a pain killer?
B: No, I did not.

 Mention some of the health care

centers you have around your
home or school and discuss with
a partner how happy you are
with their services.
 Discuss with your partner on a
set of questions a patient may
ask before he/she starts
healthcare treatment.
 Some of them could be among
the following:
 Can I choose my specialist and if
so, who will it be?
 -Which hospital am I going to?
 How long am I likely to be
there?
 What are my treatment options
and the benefits and risks of each
option?

45 | P a g e
  What are the likely consequences
of not having treatment?
 How long am I likely to have to
wait for my treatment?
You may agree or disagree with the
following saying. Read and reflect on
how much you agree or disagree with
each of them.

 Health is better than wealth.

 Idiomatic expressions
Study the following health related
idioms with your teacher.

 drink someone's or something's

health
 get (oneself) into the best of
health
Like a fish out of water.
Make once mouth water.
Reading
Types of Health Care Facilities

 Is it only sick people who go to

clinics?
 What health care facilities exist
around your village/school?
 When it was you visited a health
care center for the last time?
 Pronunciation (Key words)
 Skimming questions, reading
done to get the general themes of
the text.
 Scanning questions, reading
done to get detailed information.
What does the pronoun “they” in
Paragraph 1, line 3 refers to…..?

46 | P a g e
 What do we mean by qualities of
good health care centers?
Comparing and contrasting the main
ideas of paragraph
Compare the main idea of paragraph
1 with paragraph 2.Compare the
themes of paragraph 3 and
paragraph3.

Vocabulary
Write a synonym for each of the
underlined word in the given text.
Write the antonyms for each of the
underlined words in the following
text.
Look up a dictionary and list as
many words as possible which can go
with the hospital
E.g.:
Hospital nurse
Hospital doctor
Hospital attendant
Hospital room
Hospital tents
Hospital ward
Hospital unit
Hospital window
Hospital surgeon
Idiomatic expressions
Health-care related Idiomatic
expressions: phrasal verbs (Study
them with your teacher and families)
take a sick day

 to be absent from work and still

receive pay

47 | P a g e
  I did not feel well yesterday so I
decided to take a sick day.
 take a turn for the better
 to begin to improve or get well
 The medical condition of my
uncle has recently taken a turn
for the better.
 sick in bed
 to remain in bed while you are
sick
 My father was sick in bed for
three days last week.
 spit up (something) or spit
(something) up
 to throw something up, to vomit
something
 The dog spit up the button that
he had swallowed.
 take (someone's) pulse
 to measure the beats of a person's
pulse
 The doctor took the patient's
pulse when she arrived at the
hospital.
 take (someone's) temperature
 to measure someone's body
temperature
Grammar
Simple present
Fill in the given text with the
appropriate forms of the given verbs.
Simple Past
Write a narrative paragraph of 7
sentences on a hospital treatment you
did recently.

48 | P a g e
 Writing

 Write about 7 relisted

grammatical sentences on a
hospital treatment you got
recently.
 Write about the major services
health care centers give to people
in your villages/town.
Argument
“Health is better than wealth.”
Speak with a partner either for or
against the statement, “Health is
better than wealth.”
Write your summarized arguments in
9 related sentences either for or
against the given statement.

Unity in Unit Nine : Living with differences Unit Nine : Unity is Strength Unit Nine: Self –expressions Unit 9: Equality
Diversity Listening Listening
Listening Listening listen to the text and find out specific Listen to real life situation on
information equality and education and
 Can you think of the ways Listening to a text about the three
people differ from each other Speaking respond to questions (who is
Oxen and a hyena and do listening
(language? Residence” Customs? activities  compare/contrast the law of self- involved? What are their
, etc). expression in Ethiopia and the feelings?)
 Pronouncing key word Speaking real practice s on the ground Speaking
 Write the on the chalkboard.  pronounce [ ai ] and [ i] sounds
Discuss in group on why the three 
 What is manner? correctly in different words
Research newspapers and
oxen were eaten by the hyena
 Mention the incidences people in Reading
magazine articles about
your village/residence gather Reading gender inequality; present
 read the passage and decide the
together? your own point of view and
 What are benefits people get Read a text about Unity is Strength extent to which they are free to
give solutions to gender
when they live together? and do comprehension questions express their ideas without any
based discriminations.
 Listen and complete the anxiety at any time and place
 role-play situations about
sentences with the appropriate Vocabulary
 gender equality in school
expressions you have heard in
Vocabulary  work out the contextual meanings
the listening text. Reading
of the words given in bold in the
 Listen and write a short answer
49 | P a g e
 to each of the following Guessing the meanings of vocabulary passage  A reading text on
questions. words in context Grammar ‘understanding equity and
 Listen and re-tell the themes of  use active and passive voices in equality in schools’
the story you have heard. Grammar
simple present tense form Vocabulary
 Write a summary of 5 sentences
Conditional sentence type II ( form, correctly for different Equity, equality, discrimination,
on the listening text you have
heard. meaning and use) communication injustice, barrier…
 What is your opinion about this Writing
Writing Grammar
topic after reading this piece of  use appropriate adjectives to Conditional sentences Type 1
text? Write a short effect paragraph about describe people. and Type 2.
Speaking unity Writing
Writing composition
 Take two of your neighbors and
list out as many differences as
possible
(Physical, attitude, etc.)
 What would people get when
they live together with their
differences?
 Types of individual differences
(Height difference, physical
differences, differences in
intelligence, differences in
attitudes, differences in
achievement, etc.)
 Talk to a partner why people
learn differently.
Debate

 If people have different opinions,

they cannot live together.
Reading: Types of differences
among People

 What differs you from another

student in the same school?
 Height, weight, grade, etc.
 What similarities do you find
between two classmates?
Height, weight, grade, achievement,

50 | P a g e
 etc.

Write some of the words which can

be used to differentiate you from
other classmates (culture, language,
opinion, etc).

While-Reading

Read and write the main ideas of

each paragraph.

Paragraph 1: ___________________

Write the main argument of the

reading passage.

Justify why each of the following

sentences is true or false.

Synthesize the main ideas of each

paragraph and produce a paragraph of
7-8 sentences of your own.

Post-Reading

 Writers opinion
 Write a short summary for the
reading passage.
 Do like the passage? Why?
 What is the importance of
thereading passage to our lives?
Vocabulary

 From the reading passage

 Complete the following text
using good manner-related words
 Words-related to living tighter
(harmony, considerate, etc)
 Guess the antonyms of the
following words related to good

51 | P a g e
 manners.
E.g.: Honest

Responsible

Kind

Respectful

Grammar

Simple present

 Fill in the following with the

appropriate adjectives of good-
manners.
 Present habitual action ….use to
do…
I use to write with a pencil.

I use to copy notes from the exercise

books.

I use to go to school.

I use to study all school subjects.

Past habitual action….used to …

Read and understand the meanings of

the following sentences on past
habitual actions.

I used to play football.

I used to drink many cups of tea.

I used to listen to play with mud

when I was a child.

Writing

 Write a comparison paragraph of

7-8 sentences (similarities) on
two classmates
52 | P a g e
  Write a contrast paragraph of 7-8
sentences (differences) two
school subjects
Technoogy Unit Ten : Electronics Unit Ten : Mobile phones Unit Ten : Computer Development Unit 10: Computer Programs
Listening Listening Listening
Listening
Functions of ipads and Tablets  understand the role of computer
Listening to a dialogue about types of  Types of computer
in boosting up the field of
 Describe the shapes and mobile between two persons agriculture
programs
functions of radio/a television? Speaking
Speaking
 Do we use a television or a radio
 discuss in groups computer  A talk by a technologist
other that its entertainment Discuss in group about the uses of
functions? Give examples. generations and appreciate how describing computer
mobile phones
 Have you ever seen much great achievements require programs we use every day.
ipads/tablets? Reading strong determination, a long time Speaking
 What do they look like? patience and undergoing serious
Read a text about mobile phones and
 Listen and complete the challenges  A speech on ‘Computer and
following sentences with the do comprehension questions communication’
 Pronounce any word which
words you heard in the listening
Vocabulary consists of the vowels short [a]  Pronunciation of ei/ie
text.
 Listen and rearrange events as Guessing the meanings of vocabulary and long [a:] correctly and avoid E.g. Variety, eight,
you have heard them in the confusion during listening as well ingredient, piece,
words in context
listening text. Reading believe…
 Sentence 1_ _________ Grammar  read the passage and explain how
Have you enjoyed the listening Reading
Conditional sentence type III (form, a computer was innovated, the
passage on the functions ipads and
meaning and use) generation it has currently  Users’ manual for HP
tablets? Why?
reached and its contribution in computer
Can we use ipads and tablets to learn Writing
reading, speaking, etc? Why? Why simplifying work for human  labels of different IT
Not? Write a short cause paragraph about Vocabulary devices
Speaking mobile phone match the words written in bold in the Vocabulary
passage with their synonyms given Computer, program, user
 Advantages and disadvantages of after it manual, label, computer
ipads and tablets?
generation, manufacturer,
 Is using ipads and tablets a waste
of time? product, etc.
Grammar Grammar
 Speak about the differences
between ipads and tablets with a expand ideas using sentence Adverbs
television and a radio. connectors such as: “because”, “but”  spelling of adverbs (-ly)
 Do they have similarities? Write or “or” either in spoken or written  Students change adjectives to
it. sentences adverbs including irregulars
 -Do both have differences? Write
53 | P a g e
 it. Writing E.g. She is a slow reader. She
 -When/where/what time should  use each sentence connector reads slowly.
we use ipads/tablets. given above to join two sentences She is a good cook. She cooks
 use semi-colon correctly in well.
Reading different written texts.
Writing
 What subjects do you learner An expository paragraph on how
from radio lessons? to operate a computer.
 Is teaching English from a radio
lesson and a classroom teacher
the same? Are they different?
Why?
 Pronouncing key words in a
reading text.
 Write the three major
characteristics of the radio
lessons according to the text
you have read.
 Characteristic 1: __
 Choose the best answer to each
of the following reading
questions and give adequate
 Justifications for your answers.
 Relating themes of paragraphs
with paragraph number.
 Summarize the major themes of
the radio lessons and write a
paragraph of 10 sentences of
your own.
Post-Reading

 What do you think are radio

lessons?
 Waste of time?
 Advantageous?
Vocabulary

54 | P a g e
  Guess the meanings of the words
in BOLD in each of the
following sentences.
 Pronounce the following
Technology -related words
 digital recorders, compasses,
reading pens, etc.)
 Read and reflect on to each of
the following with a partner.
1. Hearing aids to help people hear
or hear more clearly.
2. Cognitive aids, including computer
or electrical assistive devices, to help
people with memory, attention, or
other challenges in their thinking
skills.
3. Computer software and hardware,
such as voice recognition programs,
screen readers, and screen
enlargement applications, to help
people with mobility and sensory
impairments use computers and
mobile devices.
4. Tools such as automatic page
turners, book holders, and adapted
pencil grips to help learners with
disabilities participate in educational
activities.
5. Grammar in Context
Simple Future Tense

 Predicting one’s future goals

 Talking about future plans
 Present continuous Tense
 Describing on going action at the
moment
Past continuous tense
Describing past actions which has
happened for continuous period of
time.
55 | P a g e
 Active and Passive Voice
Active
I buy a tablet.
Physically impaired people used
wheelchairs.
Passive:
A tablet is bought by me.
Wheelchairs were used by physically
impaired people.
.
Writing

 Write a paragraph of 8 sentences

on one of the following assisting
technologies:
Computers, screen readers, etc).

 Write a grammatically well-

formed paragraph of 8 sentences
on the advantages of mobile
communication.

56 | P a g e
 English Language
Minimum Learning Competencies (MLCs) for Grades 1 and 2
Grade 1 Grade 2
Listening & Speaking Listening and Speaking
 Follow short instructions of what the teacher says  Recognize and spell high frequency topic based vocabulary
 say the English alphabets l, m, o, c, h.  Recognize words related to days of the week
 say initial sounds of words that begin with letters l, m, o, c, and h.  Listen to songs on home village
 introduce themselves  Listen to a story of a family
 Say the English alphabets g, y, r,  Ask simple questions and give answers
 Say the sounds of /g/, /j/ & /r/ in relation with colors.  Describe a family tree
 Point to the colors related with the sounds  Listen for specific points
 Listen and say the colors  Listen and identify specific sounds and words
 Listen to the names of colors and point to the colored pictures  Listen and say out sounds and words correctly
 Introduce their family members  Listen to short texts and identify important words.
 Identify six English letters.  Say words aloud
 Call out six consonant English sounds  Speak about their favorite food.
 Tell the day’s weather  Identify consonants at the word initial
 learn additional consonant letters of English  Listen and pronounce words correctly.
 Say out additional consonant sounds of English  Listen for specific information.
 Recognize and spell high frequency topic based vocabulary  Listen and locate explicitly stated information in short texts.
 Pronounce the letter sounds  Use simple sentences to talk about environmental pollution
 Recognize the sounds in a word.

Initial reading Initial Reading

 Point out the ending sounds of words
 Read simple story on family
 Read short sentences
 Read a short description of a villages
 use words related to the topic to talk about their hero
 Read aloud vowels and consonants correctly.

57 | P a g e
 Associate consonant letters with their sounds  Identify vowel and consonant sounds
 read aloud a one syllable word  Read and match pictures
 Write and read one syllable words  Read short texts and locate specific words/phrases
 Associate words with pictures  Read short paragraphs and identify clearly indicated information.
 Read and find words to complete sentences and short texts.

Word study Word Study

 recall time words  Use words related to family
 repeat phonics such as /l/, /m/, /h/, /k/, & /o/  Use correct English words to tell parts of a tree.
 Use correct words/phrases to talk about the importance of forest/trees
 recall color words
 Identify and use words, phrases or expressions related to forests or trees to write
 Identify and read simple words related to weather
short sentences
 Form letters  Read words aloud correctly
 Write one syllable words  Read short sentences aloud correctly
 Use the new words to build their vocabulary stock  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
Expressions Expressions
 use expressions of time telling  Use ‘has and have’ to talk about possessions or what another person or thing own
 use expressions of asking for time  Use simple sentences to speak about their likes and dislikes
 Introduce their family members  Use personal pronouns to talk about oneself
 Use personal pronouns to make simple sentences

Initial Writing
 Scribble proper lines in relation to letters. Initial Writing
 Connect dotted lines and form letters.
 Draw letter like symbols  Write/Spell words related to days of the week
 List colors  Recognize and spell key words in simple sentences
 Listen to dictation and write one syllable words  Use capital letters to spell words referring to days of the week
 Construct simple sentences  Use small letters to spell words referring to days of the week.
 Write simple sentences of their own.  Write, spell and recognize words
 Identify upper case and lower case letters and arrange them  Recognize and spell key words in simple sentences.
58 | P a g e
 alphabetically  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

59 | P a g e
 English Language
Minimum Learning Competencies (MLCs) for Grades 3 and 4
MLC for Grade 4
MLC forGrade 3
Listening Listening

 Listen and respond to the given questions.  Listen to someone’s speech and react accordingly.
 Pronounce words related to classroom objects.  Listen to instructions and react accordingly
 Listen and respond to personal questions
 Listen for specific information.
 Listen to a text and answer comprehension questions
 Predict what will be included in a listening text  Explain what objects are made of.
 Listen and do listening activities.  Listen to descriptions about people, objects, activities, animals and places and answer
questions/match picture/
 Report results of group discussions.
 Listen to dialogues/short passages and stories and fill tables/forms, match pictures,
 Match words with pictures
 Identify colors and symbols and use them in description. answer questions
 Listen and respond to the given questions.  Ask where people live and what they do
 Pronounce words related to a clean surrounding.  take dictation of words, phrases and short sentences
 Listen to a song by native speakers, understand it and sing  Talk about crossing highwaysand related activities.
together.  Ask what people usually eat.
 Develop life skills (respect).
 Listen and comprehend a listening text.
 Listen to one’s speech and react accordingly.
 Ask people how often they do activities.
 Describe the importance, types and features of things.
 Talk about Famous People in Ethiopia and related events.
 Talk about waste management and related activities.
 Ask people how they keep clean their environment.
 Ask what people do have in common and what makes them different.
 Talk about Cooperation, culture, language, and related issues that people have in
common
 Talk about technology and related issues

60 | P a g e
 MLC for Grade 4
MLC forGrade 3
 Explain what objects are made of
Speaking Speaking

 Reply to questions.  Take part in conversation and respond to questions.

 Listen to descriptions about people, objects, activities, animals and places and answer
 Pronounce the given words on classroom objects
questions/match picture/
 Spell out the given words related to classroom objects  Listen to dialogues/ short passages and stories and fill tables/forms, match pictures,
 Introduce others answer questions
 Take part in conversations of questioning and answering.
 tell about the importance of classroom objects
 Use different expressions in asking people how they are doing in a typical
Discuss on issues. conversation (How are you? / How are you doing?).
 Tell time correctly (e.g. half past three).
 Involve in a role play and make conversation
 Participate in a dialogue actively.
 Ask for permission
 Make request.
 Greet each other and introduce themselves using appropriate social expressions
 Ask where people live and what they do
 Ask for and give information
 Ask for and give basic directions of places.
 use social expressions correctly
 give and respond to advice
 explain what objects are made of
 give descriptions of animals, people, places and objects
 make simple comparisons between different people, animals and objects
 ask for and tell the quantity of things
 ask where people live and what they do
 give positive and negative commands
 ask and answer questions about everyday activities, animals or scenes
 ask and answer about what they want, do not want to do
 what they regularly do and what they like and dislike
 tell what people are doing from pictures
Reading Reading

61 | P a g e
 MLC for Grade 4
MLC forGrade 3
 Read for specific information  Listen to instructions and react accordingly
 Read for details.  Listen and respond to personal questions
 Read and arrange short sentences about everyday activities in a logical order
 Spell the names of picture words.
 Read passage and tell the main idea.
 usewh words for asking questions.  Read words, phrases and sentences
 Respond to ‘wh’ questions.  read and arrange short sentences about everyday activities in a logical order
 Predict what a passage will be about from the illustration(s) or the title
 Use questioning phrase “how many” and responding phrase
 Read short paragraphs and sentences and retell the main details
“there are…”  Read passage and tell the main idea.
 Sing songs of months of the year.  Infer the meanings of words from the reading passage.
 Read and do comprehension questions.  Comprehend the content of a given text.
 Read short paragraphs and sentences and retell the main details
 Interviewing  Read words, phrases and sentences fluently.
 Read dialogues with partner and reflect the main idea.
 Read sentences about pictures and put the pictures in the correct sequence
 read short paragraphs/stories to find information needed to answer questions/ put
pictures in order/fill in tables
 read sentences about pictures and put the pictures in the correct sequence
 read and arrange short sentences about everyday activities in a logical order
 Predict what a passage will be about from the illustration(s) or the title
Vocabulary Vocabulary
 Uses the key words and writes sentences. students should be able to understand and use a total of about 400 words on different topics
 Get meanings of sentences from the context of listening and such as:
reading texts.
 People and their work
 Guess word meanings
 Rainy Seasons
 Safety Drive
 Soil
 Vegetables
 Clean Water
 My Country
 Health and safety
 Appreciating Communalities & Difference
 Woodwork

62 | P a g e
 MLC for Grade 4
MLC forGrade 3
As well as everyday objects and activities in and outside the classroom.

Grammar
Grammar
 Use next, last, and after to express sequence of months
 students should be able to understand and use the following:
 Talk or write about advantages & disadvantages  the present simple of ‘to be’, ‘to have’, ‘to do’ and common verbs
 Talk /write about general truth.  present continuous of common verbs
 ‘wh’ questions (what, who, whose, where, how, when, which)
 Talk/write about the
 basic comparisons (with ----er than)
 conjunctions (and, but, because, or)
 object pronouns (me, him, her, it, you, us, them)
 negative sentences with contracted forms
 should and shouldn’t
 the possessive with ’s (apostrophe s) and whose
 quantifiers (some, any, both, all, many, much)
 adverbial phrases of time and place
 connectors (but, because, or, before, after)
 positions – on the right/left, next to, opposite
 Write sentences on what parents buy to their children every Writing
September.
 Ro produce a3 word sentences  write short sentences about personal details, objects, places, animals
 Complete a text about people and their work.
Write simple sentences
 Take dictation of words, phrases and short sentences
 write a paragraph of up to 5 short sentences on everyday topics and descriptions
 Complete sentences by filing in the missing words.
 Write months and days of the week beginning with capital letters.
 Write a complete paragraph using guidance.
 Rewrite short stories using pictures and guidance.
 Write complete sentences using pictures and guidance.
 Write complete sentences using pictures and/ or guidance.
 Rewrite sentences in the correct order.
 Construct complete simple sentences.
 Write complete simple sentences and paragraph.

63 | P a g e
 MLC for Grade 4
MLC forGrade 3
 complete sentences by adding words and phrases
 write the correct spelling of about 50 learned words
 take dictation of words, phrases and short sentences
 write sentences using full stops, commas, question marks and capital letters correctly

64 | P a g e
 English Language
Minimum Learning Competencies (MLCs) for Grades 1 and 2

Grade 5 Grade 6
Listening Listening
 Predict what can be included in a listening text using topics as clue.
 Reflect on their listening experiences in English.  listen and identify the general idea of a listening text
 Pronounce key words in the given context.  listen and identify specific information
 Synthesis the specific details of the text.  Listen and take note
 Summarise the main idea of the given listening text.  Listen and act accordingly (mime).
 Rearrange events they have heard in the listening text.
Justify their opinions about the listening passage
Speaking
 Use vocabulary items to describe things in the given context. Expressions
 Ask questions in different contexts.
 Reflect preferences with reasons
 Respond to questions in the given context.
 Discuss issues in small group and report the group decision to the
 Argue for or against in the given context.
whole class.
 Describe their likes or dislikes in the given context.
 Do role play activities.
 Conduct discuss in the given contexts.  Debate in selected topics
 Prepare a speech on the topic of their debate.
 Make a speech on the topic of their debate.
 Conduct interviews and write reports.
 Play roles within the given context.

65 | P a g e
 Grade 5 Grade 6
 Re-tell the major themes of the story they have heard.


Reading Reading
 Reflect on their reading experiences in English.  Predict what can be included in a reading text using topics as clue.
 Pronounce key words in the reading text.  Make meaning from the reading text based on prior knowledge.
 Synthesis the specific details of a reading text.  Read and identify the general idea of a reading text
 Summarise the main idea of a reading text.  Read and identify specific information
 Hypothesis the answers of the inference questions.  Read and make note.
 Analyse the messages of dialogue in a given context.  Read a reading text and write its summary in a small group
 Read and justify.
 Justify the sentences taken form the reading text.
 Relate the author’s idea with their lives.
 Explain the writer’s opinion.
 Associate the author’s idea with their lives.

Vocabulary Vocabulary
 Guess the meanings of new words from the given context.  Get meanings of unfamiliar words from the listening and the
 Analyse the synonyms of the given words. reading texts.
 Analyse the antonyms of the given words in the given  Writing sentences using vocabulary words from listening and
context.
reading texts.
 Articulate relevant words-related in the given context.
 Play vocabulary games.
 Give justifications for the given context.
 Use water related proverbs and expression.

Use a dictionary to find collocating words for the given word

Grammar Grammar
 Articulate simple sentences.  Use passive simple present and present continuous tenses to express
 Compose a descriptive paragraph of 3-4 sentences in the facts
given context.  Use different forms of future indicators to express future actions of
 Articulate a comparison paragraph of 3-4 sentences in the different purposes.

66 | P a g e
 Grade 5 Grade 6
given context.  Differentiate the use of simple past active and passive when
 Use “strong” and “weak modals to complete the given  Expressing ideas in writing and in oral communication
sentences.  Use the present perfect active and passive in their writings and
speeches
 Use the past perfect tense in actual writings and oral presentations.
Use the auxiliary “can’ to describe the acts of a bee
 Use the modal verbs to express ideas in writing and in oral
communication situations.
 Differentiate the forms, meanings and uses of the three types of
conditional sentences.
 Use conditional sentences in their writings and in their oral
presentations.

Writing Writing
 Use simple future to predict their future goals.  Write sentences using vocabulary words from the listening and reading
 Use comparatives to describe dry season related texts,
incidents/episodes/phenomenon.  Implement stages of paragraph writing.
 Utilise superlatives to describe  Differentiate the types of paragraphs
incidents/episodes/phenomenon.  Write short descriptive paragraphs
 Use simple present to describe in the given context.  Writing short expository paragraphs
 Use simple present continuous to express on-going activities.  Write short illustrative paragraph
 Utilise the past continuous tense to describe continuous  Write short cause paragraph
actions happened in the past.  Write short effect paragraph
 Employ simple past to describe things in the given context.
 Articulate active sentences in the given contexts.
Produce and understand passive sentences in the given context

English Language
Minimum Learning Competencies (MLCs) for Grades 7 and 8

67 | P a g e
 Grade 7 Grade 8
Listening Listening
 listen to a text, comprehend and analyze the specific or general  Listen to and comprehend speeches of different persons
information from a listening text  Listen to a text and distinguish things
 listen to the text and learn the contextual meanings of words  Listen to and comprehend a text.
from the text
 listen to descriptions and identify key content words
 listen to a text and take notes
 Listen and take notes
 listen to a text and describe/narrate ideas in their own English
 listen to the text and write out sentences to complete a  Listen to information, take notes and write a friendly letter using the notes.
paragraph  Listen to a story and write a similar story
 listen to a text and summarize in simple sentences  Listen to a text and answer comprehension questions while listening
 Listen to and comprehend real life stories
 Listen to descriptions and identify specific information

Speaking Speaking
 talk about similarities and differences of two persons or things  Ask and respond to ‘wh’ questions.
 pronounce different sounds correctly when they speak or  Speak about similarities and differences using comparative adjectives
understand them with less difficulty
 Ask for and give advice
 collect simple information from different sources and talk about  Summarize and retell a story
them
 Investigate an issue and present it orally with evidences
 participate in dialogues and role playing
 debate on different simple topics  Argue for or against a proposition
 discuss the advantage and disadvantage of something  Narrate story of a charitable person.
 argue, narrate, explain about different persons or things  Speak about personal hygiene using frequency adverbs
 Research, organize evidences and speak
 Speak about the use of computers for communication.
 Pronounce ei/ie appropriately

Reading Reading

 understand different facts from different texts  Identify main ideas of a text.

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 Grade 7 Grade 8
 familiarize themselves with different words and use them in  Scan for detailed information
both spoken and written language  Read and comprehend a text
 find out main or specific ideas from different paragraphs  Read quickly with comprehension
 associate , compare and contrast facts from texts with or  Extract details from reading text
against their own life  Read and answer comprehension questions.
 Read and appreciate a poem
 Read and understand a text
 Read magazine/newspaper.
 Skim for main ideas and scan for detailed information
Vocabulary Vocabulary
 develop the skills of working out the contextual meanings of
words as they are used in different written texts  Use words related to economy contextually
 Add calendar related words in to their vocabulary store and use them when
 use the words that they learnt in the passage in their everyday
need arises
communication when/where they are important
 Use words related to traffic rules (i.e. speed, traffic light, etc.) in their daily
 find out synonyms of words in the passage using dictionaries
communication
 Infer meanings of words related to animal conservation in context.
 Construct sentences using words related to ‘cattle fattening’
 Compose complete sentences using the new words they have learned.
 Form new meaningful words using affixes.
 Use the new words they have learned in their daily communication
 Speak and write about personal hygiene using hygiene related words they
have learned.
 Use words related to equality in different contexts orally or in writing.
 Use to IT related words contextually
Grammar Grammar

 acquaint themselves with the forms of different tenses  Use the active and passive voice forms of the simple present tense in
 use different tenses for different purposes correctly explaining facts
 use gerunds and infinitives correctly both in spoken and  Construct sentences on similarities and differences using comparative
written communications adjectives.
 use different types of prepositions correctly both in spoken  Give and receive advice
and written communications  use the simple past and the past continuous tense in context
 Express sympathy and anger in English
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 Grade 7 Grade 8
 differentiate the use of will and going to and use them  Differentiate the function of simple past and present perfect tenses and use
correctly in communication them appropriately in sentences.
 use countable and uncountable nouns with correct verbs  Differentiate the use of defining and non-defining relative clauses in a
 add tag question to different statements either to confirm or context.
disapprove the ideas of the writers or speakers  Understand when to use the simple past and the Past continuous tenses both
 convert active voice sentences into passive form and use in writing and speaking.
them correctly in different discourses  Use adverbs of frequency when speaking/writing frequent events.
 Use conditional sentence structure to talk/write about probability/possibility
 Use to IT related words contextually
 Distinguish when to use an adverb and an adjective and form adverbs from
adjectives.
Writing Writing
 use correct words in sentences to make ideas clear and complete
 use different punctuation marks such as comma, semi-colon,  Express daily activities in simple sentences with appropriate mechanics.
colon, question mark, etc. correctly in different sentences  Write a coherent paragraph
 Write a friendly letter in appropriate format.
 prepare an outline for a paragraph
 Re-arrange sentences to make a coherent narrative paragraph
 convert outlines into a paragraph
 write main idea (topic sentence) for a paragraph  Writes a well-structured memo
 write clear supportive details for a topic sentence  Write a summary
 order ideas correctly in a paragraph  Write a free narrative paragraph
 achieve unity of ideas into a paragraph  Write a descriptive paragraph
 describe people, places or situation s at paragraph level  Compose a coherent and clear composition.
 join sentences using different discourse markers and expand their  Write a coherent expository paragraph
ideas

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 English Language
Syllabus for Grade 1

Unit One: My Family

Learning outcomes: At the end of this unit learners will be able to:

 Sing songs about English alphabet.

 Identify and use English letter alphabet (Bb, Ff, Mm, Ss).
 Practice reading the sounds of (/a/, /m/f/ & /s/) .
 Predict pictures associated with words.
 Recognize how to hold a pencil,
 Introduce their names, parents and friends.
 Practice scribbling.
 Practice connecting dots to form letters

Competencies Contents/language items Learning Strategies Assessment

Unit One: My family  Teacher writes the English alphabets (A-Z, both the
upper & Lower cases separately) on the blackboard or
Listen to and Listening & speaking Teacher checks if learners
post them on the wall all the time and teach focusing on
spell English hear and spell.
alphabets.  Letters A … Z the four letters such as: Ff, Mm, Bb, and Ss .
 Letters Bb, Ff, Mm, Ss  Teacher teaches the sounds [a], [m], [f] and [s]. Then,
 Phonics /a/, /m/f/ & /s/ s/he form words like am,an,as,at; rat,sat,cat,bad,mad,sad
 Greetings (good and read aloud to learners. Learners hear and spell after
morning/afternoon.) the teacher (If possible, words with audio will be used
Word Study for hear and spell).
 Learners sing a greeting song and teacher explains its Teacher greets individual

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  Father/mother/sister/ brother meaning to them. Then, teacher teaches greetings and learners randomly and check
Initial Reading their responses; teacher says to the class ‘good morning whether they can respond to
students’; learners respond’ good morning teacher’ etc. the greetings. Learners greet
 English letters Bb, Ff, Mm, Ss This will be done all the time accordingly. each other; one student greets
Associate words
 Phonics /a/ & /b/  Teacher brings words related to a family with pictures and the other one responds to
with pictures to
Initial writing and post the pictures on the wall. Then, teaches the the greeting. Teacher checks
read.
words in association with the pictures. Then learners the students’ role play.
 Pencil handling
learn how to read these words using the phonics they
 Scribble lines
have learned previously.
 Write letters Bb, Ff, Mm, Ss
 Learners will be provided with scribble sheets that help
 Connect dotted lines and form
them with gripping the pencil and controlling their
family related words Teacher checks whether
writing along the lines. Teacher help learners write
straight lines and curvy lines with repetition and learners can handle their
consistency. Then teachers write family related words pencil and scribble straight
with dots and learners connect dotted lines with colors lines and curvy lines; teacher
(if possible). scaffolds the learners’ effort
to connect the dots and form
letters.

Hold pencils and

write

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 Unit Two: Telling Time

Learning Outcomes: At the end of this unit, learners will be able to:

 Sing songs about English alphabet.

 Identify and use English letter alphabet (Cc, Hh, Ll, Mm, Oo).
 Practice reading the sounds of (/l/, /k/, /m/, /h/ and /o/) .
 Predict pictures associated with words.
 Recognize how to hold a pencil,
 Introduce their names, parents and friends.
 Practice scribbling.
 Practice connecting dots to form letters

Competencies Contents/language items Learning Strategies Assessment

 instructions of what the Listening & Speaking  Using different pictures of time  Check learners if they
teacher says indicating watches. say the time after the
 Letters Cc, Hh, Ll, Mm, Oo  Demonstrate to the class: teacher
 say the English alphabets l,  Phonics /l/, /k/, /m/, /h/ and /o/  What is the time? Or what time is
m, o, c, h.  Listen & repeat time expressions it?
 Self-introduction (My name  Check if learners show
 say initial sounds of words  It is --- o’clock.
that begin with letters l, m, is…/I’m …  Ask them to repeat. Then :
time from the picture
 It’s …/ What time is it?
o, c, and h.  Ask learners to say time after the teacher
 introduce themselves Word Study  Ask learners to show time from the  Check if learners
 •use time expressions of picture perform the pair
 Time, o’clock, one, two, three…, it,
time telling
what, second, inute, hour  Get learners to be in pair and do the activity
 •use expressions of asking activity  A: what time is it?
Initial Reading
for time  ‘what time is it’ or ‘what is the  B: It is --- o’clock.
• recall time words  Repeat letters Cc, Hh, Ll, Mm, Oo time’

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  •repeat phonics such as /l/,  Repeat phonics /l/, /k/. /m/, /h/ & /o/  ‘ It is--- o’clock’ based on the
/m/, /h/, /k/, & /o/  Practice English phonemes time picture
 Check if learners draw
 •Point out the ending connecting with appropriate letters  Let learners draw vertical strokes and
vertical strokes and
sounds of words.  It’s…, What is … curved lines
curved lines
 •Scribble proper lines in  Make learners write alphabet letters c, l,
Initial Writing
relation to letters. m, and o
 •Connect dotted lines and  Scribble proper lines in relation  Observe if learners
form letters. to the letters Cc, Hh, Ll, Mm, Oo write letters l.m.c.o
and H
 Connect dotted lines and form
letters: Cc, Hh, Ll, Mm, Oo

Unit Three:

Colors

Learning outcomes: At the end of this unit learners will be able to:
 Sing songs about English alphabet.
 Identify and use English letter alphabet (Gg, Jj, R r, Yy,).
 Practice reading the sounds of /g/ , /j/, and /r/.
 Predict pictures associated with words.
 Recognize how to hold a pencil,
 Introduce their names, parents and friends.
 Practice scribbling.
 Practice connecting dots to form letters

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 Competencies Contents/language items Learning Strategies Assessment

 List types of colors Unit Three: Colors  Using different pictures of objects of  Check learners if they
 Demonstrate the types of green, red and yellow colors: say the time after the
 Listening and speaking
colors  Demonstrate to the class: teacher
 Revise the previous letters in unit 2
 Say the English alphabets  What is the color of ----? Or what
 Letters Gg, Jj, R r, Yy, color is it?
Gg, Jj, R r, Yy,
 Sounds: /g/ , /j/, and /r/  Check if learners show
 Say the sounds of /g/, /j/ &  It is --- color.
/r/ in relation with colors.  Introducing others (my father’s name is..,  Ask them to repeat.
time from the picture
mother’s name is …) 
 Point to the colors related Get learners to say each color of the
 Listen and say the colors...green, yellow,
with the sounds object using words that are relevant to  Check if learners
red.
 Listen and say the colors the topic after the teacher perform the pair activity
 Listen the names of colors and point to 
 Listen to the names of Ask learners to tell colors from the  A: what time is it?
the pictures accordingly.
colors and point to the picture  B: It is --- o’clock.
colored pictures  Listen and repeat the sounds of letters.  Check if learners identify signs of traffic
Word study
 Draw letter like symbols light connecting red, yellow and green
 colors  Check if learners draw
Recall color words  Yellow, green, red, it, what, traffic light
 vertical strokes and
 Introduce their family Initial Reading Get learners to be in pair and do the
activity curved lines
members
 Say sounds of the alphabet using words  ‘what color is it’ or ‘what is the
that are relevant to the topic (Colors). color of ---?’
 Associate the English sounds (/g/, /j/, /r/.)  ‘ It is--- color.’ based on the
with appropriate letters (Gg, Jj, R r, Yy,) colored objects in the picture  Observe if learners write
Initial Writing  Make learners write alphabet letters (Gg, letters l.m.c.o
Jj, R r, Yy,)
 Draw letter like symbols related to (g, y,  •Let learners draw vertical strokes, and
and r). curved lines

Unit Four: Plants

Learning Outcomes: At the end of this unit, learners will be able to:

 Pronounce English letters (A a, Pp, Ss, and Ww);

 Write and read one syllable English words;
 Identify upper cases and lower cases of English letters and arrange them alphabetically;

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  Practice initial reading and writing.

Competencies Contents/language items Learning Strategies Assessment

Unit Four: Plants

 Pronounce the letter sounds  Teacher writes the letters on the
 Recognize the sounds in a
Listening & Speaking blackboard or post on the walls. Then,  Teacher checks whether
word. models by saying the letters out loud learners say the sounds
 Letters (A a, Pp, Ss, and Ww)
and asks learners to repeat after him. correctly.
 sounds [a],[p],[s]and [w]
Expressions Teacher checks whether the students
say the letters correctly and scaffold the
(I have…, We have…, she has…) learners.
 Teacher reads words that begin with
 Listen to sounds /a/,/p/,/s/, and /w/
any of the sounds slowly and
and pronounce them.
repeatedly and asks learners to circle
 Listen to words that begin with
 Write and read one syllable when the sounds come word initially.
[a],[p], [s] and [w] and distinguish
words  Teacher teaches the meanings of these
them in word initial position.
 Associate words with words in example sentences and make
Word study
pictures learners to write and read the words.
 Air, soil, water, plant, green…  Learners read out the pictures with the
Initial Reading right sounds; teacher checks and help
learners in their effort to do so. Then,
 Read out sounds [a], [p], [s], and learners read the words and match them
[w]. with pictures in small groups.
 Read words that begin with [a], [p],  Learners copy down the given upper
[s]and [w].  Teacher checks if the
case letters and match them with the
 Read pictures that begin with (A a, learners circle the
lower ones.
letters that hold the
Pp, Ss, and Ww)  Learners put the given letters in
 Identify upper case and sounds.
 Read words and match them with alphabetical order and check their work
lower case letters and
pictures. in pairs.
arrange them alphabetically
Initial writing  Teacher brings Learners do hands on
activities (i.e. arranging the English
 Connect dots and form letters
letters to form simple words like their
 Copy down upper case letters: (A a,
name, their friends’ name, the father’s
Pp, Ss, and Ww)
name…)
 Match upper cases with lower ones
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 (A a, Pp, Ss, and Ww)  Teacher checks that if
 Put letters in their alphabetical the learners match the
order: Ww, Ss, Pp, andA a. sounds with the given
pictures.

 Teacher checks if the

learners recognize the
upper cases and the
lower cases.
 Teacher checks whether
learners form simple
words by arranging the

Unit Five: Domestic Animals

Learning outcomes: At the end of this unit, the students will be able to:
 listen to the sounds : [d] [c], [g], [o], [h] and repeat after the teacher
 listen and point at the domestic animals whose names begin with [d], [c], [g], [o] and [h] in the picture.
 listen to the sounds of the domestic animals (dog, cow ,goat, etc) and match with their names.
 speak about one of the domestic animals that they like most.
 count the number of domestic animals in the picture orally ( one cow, two cows, one dog, two dogs, one goat, two goats, etc.
 know the names of domestic animals : cow, cat dog, goat, camel, horse, ox, donkey
 read (say out) the following sounds: [d], [k], [g], [o], and [h] loudly
 read and tell the pictures of domestic animals
 copy the letters Cc, Dd, Gg, Hh, and Oo into their notebooks.
 connect dots and form letters
 read each picture and write its initial letter.
 write the missing letters in the following words: cow, cat dog, goat, camel, horse, ox, donkey

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 Minimum Learning Language Skills and Learning Strategies Assessments
Competencies Contents
 listen and differentiate the sounds Listening Listening Listening
[d] [c], [g], [o], [h] in different
words  listening to sounds [d] [c],  The teacher prepares himself well  The teacher listens to
[g], [o] and [h] and before coming to class and the pronunciation of
differentiating them in pronounces each of the sounds the students and gives
 listen to the initial sounds [d], [c], different words correctly and asks the students to correction if he/she
[g], [o] and [h] and associate them  listening to the initial repeat after him/her. finds errors
with names of the domestic sounds [d] [c], [g], [o] and  The teacher first writes the initial
animals: dog, cat, goat, ox and horse [h] associating them with sounds [d] [c], [g], [o] and [h] on
 listen to different sounds of names of domestic animals the blackboard and then he/she
domestic animals and tell their like dog, cow, etc  pronounces each of them correctly
names
and then he/she asks the students
 listening to the sounds of underline the word that initially
different domestic animals consists that letter
and telling their names

 speak about the domestic animals Speaking Speaking Speaking

(dog, cow, goat, ox, and horse) that  speaking about the domestic  The teacher first gives students
they like or dislike most  The teacher moves
animals that they like or a model sentence like “I like a
around each row of
dislike most dog but I dislike a cat”
students and gives
 Then, he/she asks the students
correction to each
to tell him another sentence in
student
the same way orally
 count domestic animals given in Expressions Expressions Expressions
the picture saying one, two,  The teacher first explains how
three, etc.
looking at pictures and telling
numbers are counted and then
 The teacher listens to
their numbers the students’ oral
he/she points out to the picture and
answers and gives a
asks the students the number it
right away correction
represents
Word Study o Word Study Word Study
 The teacher writes the words cow,
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 use the words cow, cat dog, goat,  using the words cow, cat cat dog, goat, camel, horse, ox,  The teacher moves
camel, horse, ox, donkey in different dog, goat, camel, horse, ox, donkey on the blackboard and asks
around each row
spoken or written sentences donkey in different spoken the students to tell him their
meaning and then he /she asks them
of students and
or written sentences
to write the name of the domestic corrects what the
animal against the picture. students attempted

 The teacher gives them a model

sentence like: “It is a cow” In the
same way, he/she asks them to write
their own sentences using other
domestic animals

Initial Reading Initial Reading Initial Reading Initial Writing

 read and understandthe • reading (saying out) the  The teacher first writes the words  The teacher listens
sounds: [d], [k], [g], [o], and sounds [d], [k], [g], [o], [d], [c], [g], [o], and [h] on the how each student
blackboard and then he/she asks the reads and gives oral
[h] whenever they encounter and [h] in different words
students to read each initial sound in corrections
in different words properly the words dog, cat, goat, ox and
 read the pictures of domestic horse
animals and know their names • reading pictures and
telling their names  After the students had attempted by
themselves, the teacher says out the
first sound of each word loudly and
gets students read the initial sound
of each word in chorus, in groups
- and individually

Initial Writing Initial Writing Initial Writing Initial Writing

 writing the letters [d],
 write the letters d, c, g, o, and h in  The teacher first shows students  The teacher gives
different words correctly [c], [g], [o], and [h] in how they move their hands when correction
 use different lines and curves to different words they make the shape of each initial
write the letters d, c, g, o, and h correctly letter of the above words and then
 read the pictures of the domestic he/she asks them to write each

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 animals and write their initial letters.  using different lines initial letter into their exercise book
 write the missing letters in the and curves to write accordingly  The teacher gives
words: cow, cat dog, goat, camel,  The teacher scribbles different lines correction
horse, ox, donkey
the letters Cc, Dd, Gg, and curves that enable to make the
Hh, and Oo
shape of different initial letters in
 reading pictures of the the above words on the blackboard
domestic animals and write and then he asks them to draw each
their initial letters. of them into their exercise book  Teacher’s correction
 writing the missing letters in  The teacher asks the students to
the words: cow, cat dog, look at the picture of the domestic  Teacher’s correction
goat, camel, horse, ox, animals and write only the initial
donkey letter
 The teacher writes the above words
by omitting some of the letters and
then asks the students to fill in the
missing letters

Unit Six: Hot and Cold Weather

Learning Outcomes: At the end of this unit, learners will be able to:

 Identify some (6) consonant English letters;

 Pronounce the six consonant words ;
 Tell the day’s weather;
 Read common words related to weather
 Listen to and write short words related to weather.

Competencies Contents/language items Learning Strategies Assessment

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 Listening and speaking  Teacher writes these consonant letters on  Teacher checks learners’
the blackboard or write them on a effort to identify and say
 Identify six English Listening and speaking
flashcard and post them on the wall. the letters and
letters.
 Letters: Cc, Ff, Hh, Rr, Ss, Ww, Then, teacher models these consonant encourages them to do
 Call out six consonant letters with their appropriate sounds. so and take records as a
 Sounds: [h], [k], [w], [f], [s], and
English sounds Learners will say the consonants after follow up for their
[r].
 Weather song the teacher. This will be repeated until progress.
 Telling about the weather based the learners call out the letters
 Tell the day’s weather confidently.
on pictures
Expressions  Teacher provides a weather song and
makes learners to sing the song
 It is _______ (hot cold, …) repeatedly until they master the song.  Teacher checks whether
Then, draws or brings pictures related to learners tell the day’s
weather (e.g. rainy, sunny, cloudy, and weather. S/he will also
foggy) and ask learners to tell the check whether learners
weather by looking at the pictures by tell about the weather
saying: (It’s sunny, It’s cold…). looking at pictures. S/he
 The teacher teaches words related to should encourage
weather using pictures. learners to do so.
 Study and become  Teacher keep records of
familiar to 7 words  Learners will read simple sentences on the learners’ progress as
related to weather weather with the help of the teacher. The a follow up.
Word study
teacher reads as a model slowly three
 Hot, cold, weather, rainy, times and then encourage learners to
fog, sun, cloud. read after him. Teacher should give  Teacher checks if
chance to all learners. S/he should learners associate
scaffold the learners to read pictures with words.
appropriately.  Teacher checks whether
Initial reading  Teacher draw dotted lines on the the learners read the
 Read simple sentences such blackboard or prepare them on paper and simple sentences and
 Read short sentences helps learners to form letters using the assist them to read.
as: Today is hot, yesterday
was cold,... dotted lines.
 Teacher prepares learners for the
dictation practice, s/he reads the words
slowly two times with pauses. Learners
will be encouraged to write the words

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 between pauses. Teacher will read the
words for the third time and learners are
expected to finalize their writing.  Teacher checks if
learners form letters.

Initial writing

 Connect dotted lines and

form letters.
 Dictation on weather words  Teacher checks the
learners writing and
 Listen to dictation and provide immediate
write one syllable feedback.
words

Unit Seven: My Heroes

Learning Outcomes: At the end of this unit, learners will be able to:

 Learn more consonants letters together with their sounds;

 Listen and say out consonant sounds;
 Listen to and tell a story ;
 Identify words related to heroes; and
 Write simple sentences.

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 Competencies Contents/language items Learning Strategies Assessment

 Learn additional consonant Listening and speaking  Teacher writes the five consonant letters  Teacher checks whether
letters of English. on the blackboard or post them on the learners identify the
 Letters : Cc, Ff, Hh, Rr, Ss, Ww,
wall and say them out loud for letters and their sounds.
 Sounds: [b], [h, [w], [g], and [m] sometimes and then asks learners to say
 Say out additional  Listening to a short story on after her/him. The practice continues
consonant sounds of English local heroes until students become familiar to the
 Telling about their sounds and associate the letters with the  Teacher checks if the
 Listen and tell similar heroes/heroine sounds. learners tell a story on a
stories Expressions  Teacher reads/tells a short story of a hero/heroine and
 My hero/heroine is … local hero. S/he teaches what the word encourage them to do so.
hero may mean contextually. Then, asks
 My dad/mom /friend… is…
learners to tell story of their
Word study
hero/heroine.  Teacher checks whether
the learners understand
 Brave, hero, great, winner,  Teacher teaches the words related to
the meanings of words
medalist heroism using examples that are familiar
related to hero/heroine in
to the learners. ( e.g. Abdisa Aga was a
a context.
brave soldier…; Kenenissa is a
Initial reading medallist…etc.)
 Teacher checks whether
 Read aloud words related to a  Teacher provides broken simple
learners fill in the
hero/heroine sentences in which learners will fill the
missing word.
 Read and circle words that begin gaps using words related to ‘hero’ (e.g.
 use words related to the with [b],[h], [w], [g] and Abebe Bikila was-----.)
topic to talk about their hero [m]  Teacher reads the words aloud as a
model and asks learners to say after the
Initial writing teacher.  Teacher checks if
 Teacher provide words that begin with : learners say the words
 Trace dotted lines and form loudly at ease.
: [b], [h] [ w], [m] and [ g]
letters.
(e.g. brave, bright, hero, below,
 Trace dotted lines and form
hello…) and asks the learners to
words  Teacher checks whether
read and circle the words.
 Completing missing letters in learners provide words
 read aloud a one syllable  Teacher draws dotted lines of letters and
words related to the given
word words on the blackboard or gives pieces
 Constructing simple sentences sounds.
of paper with dotted lines to learners;
using words related to
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 Write one syllable words hero/heroine. learners trace the dotted lines and form
first letters and then words.
 Learners will be given an incomplete
word and sked to make it complete by
filling the missing element (e.g. bra… ;
h—r---, etc.).  Teacher checks if
 Teacher helps learners to write simple learners form letters and
sentences of their own using words words.
related to hero/heroine (e.g. My dad is
 Form letters and words my hero… My mom is my heroine…)

 Teacher checks whether

learners fill in the
missing letter
 Identifying the spelling of
the words they learned.

 Teacher checks the

learners’ sentences and
give supportive
 Write simple sentences of feedback.
their own.

Unit 8: Caring for Parts of Our Body”

Learning outcomes:
At the end of this unit, learners will be able to:
 Listen and respond to classroom instructions.
 Use some common greeting and departing words in their speech.
 Listen and respond to questions.

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  Take part in a group singing activity.
 Read simple words and short sentences.
 Write letters of English Alphabet correctly.

Competencies Language Learning Strategies & Resources Assessment

Items/Content
- Listen and respond to Listening and Pre- listening and speaking activities  Use oral instructions
classroom instructions. Speaking  Students listen to the teachers or recorded songs (‘alphabet song’) and and questions; then,
repeat after it. give immediate
 Describing
- Listen to short stories and do  While singing the alphabet song, the teacher shows the letters (Ee, Ii, Jj, constructive support
appropriate actions ‘Our External Kk, Nn, Qq, Uu, Vv, Xx, Zz) on flash cards. and feedback
accordingly. Body Parts’  Students say out the names of the letters and sounds with and after the
And pointing to teacher (teachers correct modeling of saying the letters and sounds is  Listen when they say
each external body very critical and important) out words and assist
 Students sing the ‘alphabet song’ individually and in group (use teacher with modeling speech.
part.
lead singing and student lead singing turn by turn) 
- Listen to information and  Students say and practice the names of lower and upper case letters
match to pictures or printed either separately or simultaneously (Ee, Ii, Jj, Kk, Nn, Qq, Uu, Vv, Xx,
words. Zz) and the sounds alphabet (/e/, /i/, /j/, /k/, /n/, /q/, /u/, /v/, /x/ and /z/)
one after the other with teacher modeling.
- Use English alphabet letters  Students practice speaking and exchanging greetings and leave-taking
and phonemes in accordance (good morning, good afternoon, good evening, good night, etc) with and
to their functions. after the teachers’ and /or recorded audible/visual modeling
 Students practice speaking individually and in pair following the model
speech (my name is.., Goodbye, how are you, I’m fine thank you)
 Students listen and point to their body parts (such as ear, jaw, knee,
nose, etc) and associate the initial letters of the words to the letters they
have already learnt and identified.
 Students show and describe their body parts using simple and short
- Expressions
sentences (like: This is my …; I have two ears, etc.
- Take part in conversations of
 Students follow instructions using action verbs for immediate classroom
greeting and departing.
use. E.g.:
 Sit down, stand up, come here etc.
 Verb to be: e.g.am, is ,are
 Imperatives (open your book…)

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  personal pronouns ( I ,we, he, she, it, you and they )

- Use words of body parts and Word Study  Students use the words:  use brain storming to
associated words for their day  eyes, ears, head, hair, mouth, tooth/teeth, nose, neck, hands, remember the words
today expressions. foot/feet, leg, toes, arm, knee, etc students have learnt and
 thin, tall, short, Fat, big, small, round, square, oval, name, near let them speak out the
words.
 Ask the students the
meaning and function
of the words and let
them demonstrate
(show) each word using
flash card or their own
body.
Initial Reading  Students point to and show the identified English letter alphabets 
- English Letter and sounds on the printed teaching media.
- Read the names of English Alphabet (lower  Students read the letters taught last time (Bb, Hh, Gg, Mm, Ww)  Observe and check their
Alphabet. and upper cases) by filling the missing letter, matching, relating with small letters or work; then, give
- Point to the letters named by - pictures (Revision lesson); constructive feedback.
the teacher.  Students can identify the phonemes which directly represent the  Use exit card
- Write English alphabet letters real sound of English alphabet (/e/, /i/, /j/, /k/, /n/, /q/, /u/, /v/, /x/  Use Informal
in both lower and upper cases. and /z/) when the teacher demonstrates the lesson using different monitoring
- Say out the initial letters of teaching media in the classroom (such as letter and picture flash
words. cards)
 Students say out the letters and the sounds and practice in
identifying each letter alphabets and the sounds.
 Students see, touch, compare and sort letters to recognize in terms
of their shapes and names.
 Students say out each letter and sound while provided pictures and
other resources.
 Students read the letters (Ee, Ii, Jj, Kk, Nn, Qq, Uu, Vv, Xx, Zz)

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 and simple words beginning with these letters.

 Write the English Letters in  Students match uppercase letters with their similar lowercase letters  Observe and give
their alphabetic order. - Initial Writing  Students practice to draw patterns of curved lines, vertical strokes, feedback
 Practice writing letters in dots etc and form letter (Ee, Ii, Jj, Kk, Nn, Qq, Uu, Vv, Xx, Zz)
meaningful words and phrases.  Students copy words from the blackboard or other materials.
 Copy and read names of  Students write very simple and short sentences like: This is my
people. hair; I have two ears.
 Read very simple and short  Introduce and model patterns about letter (Ee, Ii, Jj, Kk, Nn, Qq,
sentences. Uu, Vv, Xx, Zz)
 Write very simple and short  Help students to copy patterns of letter (Ee, Ii, Jj, Kk, Nn, Qq, Uu,
sentences. Vv, Xx, Zz)
Resources: Pictures, Flash-cards, Shash-board, Real objects Games, Songs,
Montessori materials, etc.

Unit1: Our Surroundings

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 Learning outcomes: At the end of this unit, Students will be able to:

 Listen to and sing songs.

 Pronounce short 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
Competency Content/Language item Learning activities and Resources Assessment

 Listen to a song and repeat it A song on home village A. Listening and speaking Speaking and
after the teacher.  Students listen to songs listening
Short vs long sounds
 Sing a song together with the  They repeat the song with teacher Observation of
teacher and the classmates.  Door/doll  They listen to a story and answer by putting student
 Sing a song alone.  Cat/cut ticks on answers performance on the
 Pronounce short words  Leave/live  Game: students describe the sample activities
formed with short / long Words with ‘sh, ch, bl, etc’ family tree
sounds fluently.  They also describe their family tree to
 Recognize diagraph sounds.  Sheep/ship their friends
 Explain what they have at  Cheap/chip (combination of two letters) relate to  Teach a greetings song (Hello Song
home. (I have…) family B. Expressions
 Make daily greetings Listening and Speaking  Teacher asks some simple questions What
properly using good/  Songs on home village is it?
morning/  Short stories on families  students match real objects with words
afternoon/evening/.  Contractions and pronunciation. e.g.  match pictures to English words.
 Listen to a short story and  its/ it’s…  Students show/point to (three) objects and
reflect it using the teachers  Where’s say words
guide.  What’s  They repeat Pair work:
 Ask simple questions  this/that?  What’s it?
 Respond to simple questions.  It’s a/an…  It’s a/an …..

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 Describe a family tree.  What are these/those?  Hi/Hello! How are you? Fine, thank
 Express feelings using likes  They’re…. you. And you?!
and dislikes (I like / dislike...)  Where’s/ where is …?
 Recognise and use words  It’s in/on/under/near/ inside/outside.
related to family (Father  Family trees
(grandfather…)  Question and answer
 Describe home materials  What do you have at your home?
(like, chair, table, bed…) I have …..
 Read a short text on family. C. Word study
(Necessary words: clothes, table, chair, bed, etc.)
 Read a short description of  Students write words related to family
villages  What do you have …..?  Match words with pictures of family
 Write short sentences about I have ….. (pictures of father, mother, grandpa,
their parents (my mother’s grandma)
B. Expressions
name is..)  Students use prepositions (in, under, on
 Greetings
 Write three things they like etc) to describe home items shown in
 Hi, good morning, good afternoon, good
(foods, animals, etc) pictures
evening
D. Beginning reading
 Likes and dislikes
 Students silently read and answer simple
 I like cat
comprehension questions such identify
 I like cow
names and figures,
 Do you like a dog?
 Then they read aloud for oral practice
 Yes, I like cow
 I have,  Students read a small description of a
 My father is… village and sketch it on a paper
C. Word study E. Beginning writing
 Father: grandfather, great grandpa/father, great  Teacher gives scrambled words and
students arrange it into sentences (three
grandma/mother, aunt, uncle
sentences with not more than five words)
 Mother: grandfather, great grandfather, aunt,
uncle  Students list down foods they like in order
of preference and write three sentences to
 Home materials eg, chair, table, bed
express what they like
D. Beginning reading
 Simple stories
 Description of a family
 Comprehension questions on the text

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 E. Beginning writing
 What do you tell about us /about your parents
 Three sentences in scrambled words
 Tell us three foods you like in a ranking order
 Three sentences in jumbled form
 Model paragraph on a family tree

UNIT TWO: Days of The Week

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 Learning outcomes: Upon completion of the 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. .
Competencies Language Items/Content Learning Strategies and Resources Assessment

 Recognize and I. Listening and Speaking  Students read, listen and say the words.  Teacher asks the
spell high  Teacher allows the students to listen to /watch students basic
frequency topic  Letters:
Days of the week Video. questions:
based  Listen and repeat the letters –
Aa, Bb, Cc, Dd, Ee, Ff, Gg, Hh, Ii, Jj, Kk,  Students listen to pronunciation of the days  What day is today?
vocabulary.
Ll, Mm, Nn, Oo, Pp, Qq, Rr, Ss, Tt, Uu, .Teacher conducts repetition drill with proper ( e.g. Today is
Vv, Ww, Xx, Yy, Zz pronunciation Friday)
 Recognize words  Students fill in the gaps with the next/previous  Are you free on Saturday
related to days of  Sounds: /i/,/ʌ/,/j/,/u:/,/e/,/æ/, /ə/, evening? (e.g. Yes, I
day of the week.
the week /ɜ:/ ;/ai/
 Students refer to their class schedule and speak am)
/θ/,/z/,/d/ out what they study on days of the week and in  Is it (the school) on
 Write/Spell the periods Monday/ Friday/the
/fr/
words related to  Students speak out a word or a phrase to tell weekend?
days of the week  Pronunciation of Monday, Tuesday,  When is your birthday?
what they usually/ always do in days of the week
. Wednesday, Thursday, Friday, Saturday (e.g. Mondays- go to school; Sunday-go to (e.g. My birthday is this
and Sunday Tuesday)
church/mosque; Saturday- play)
 Which day comes next?
 Recognize and  Read aloud words related to days of the week
 Monday, Tuesday,_________
spell key words
 Friday, Saturday, __________  An activity to practice reading and comprehension.
in simple
 What day is tomorrow?_______ There are a number of small texts and students fill
sentences.
 What day was yesterday ? in the chart according to the texts after they read
_______ them. Then they find out days of the week
 Use capital letters  Days of the week song
associated with activities.
to spell words  What do you study in the first
 Students put days of the week in their correct
referring to days period on Monday?
order .
of the week.  What do you usually/always do
 Students fill in the gaps with the next/previous

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 on days of the week? day of the week.
II. Beginning Reading  Students write out the next or previous day of the
 Use small letters week .
to spell words  Monday, Tuesday, Wednesday,  Spelling days of the week: Writing Activity
referring to days Thursday, ,Friday, Saturday, Sunday  Teacher tells students :There are seven days in a
of the week.  Read and circle words that begin with week and that the first letter of the day is always
M, T ,W, F, S ,…letters…. in capital Letters:
 Monday
 Read the short text and fill in the chart  Tuesday
 Wednesday
 A short reading
 Thursday
 comprehension  Friday
 Saturday
 using the present simple tense to talk
 Sunday
about activities on different days of the
(students write out the days accordingly)
week (reading, writing ,speaking skills
Memory matching game
integrated)
- Match the English words for days of theweek with
 Tell something you would do/study in
their abbreviations.
each of the days
III. Beginning Writing Teacher uses chart and shows students the days of the
 Continue writing relatively longer week in English together with their normal
words, phrases and short sentences abbreviations.
 Days of the week and ordinal numbers
- listen &sing a song on days of the week( individually
 Put the days of the week in order
and in chorus)
 Print the correct letter in the space for
each word Crossword
 Write the rest of the days of the week:
Monday, Tuesday, _______, ________ - A simple crossword puzzle: Students
 Put the jumbled days of the week in the Practice spelling English words for days of the week.
correct order
 Which day comes next?  Students complete some simple sentences by
 Monday, Tuesday,_________ typing in the missing words for days.
 Friday, Saturday, __________  An interactive sequencing activity. Students
 -What day is tomorrow? _______ put the week in order.
 What day was yesterday?_______  Spelling days of the week: gap fill writing

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 IV. Word Study:  Activity
 - Type the missing letters to spell words for
 Monday , Tuesday, Wednesday,
Thursday, Friday, Saturday, Sunday days of the week
 Some words and phrases that can be  - Type the missing letters in the gaps to spell
used with the days of the week: English words for days of the week.
 Today-current day
 Tomorrow –the day after today
 Yesterday- the day before today Materials
 Morning/ Afternoon/ Evening/ Night
 Today is Saturday.  Large calendar
Expressions :  Days of the week written on index cards
 Days of the week read-aloud book
 Today is Friday.
 Abbreviations of days of the week’s written on
 Tomorrow is Saturday.
index cards
 School is five days a week.
 Days of the week video
Lesson Instructions
Weekday Song
 Teacher shows students the large calendar & asks
them to turn and talk with their neighbour about
. what they see on the calendar.
 He/ She call s on a few students to share out their
responses.
 He /She uses a song that will help them learn the
days of the week.
 -He/ She sings the song with the students a few
times and point to the days on the calendar as
they sing their names.

Unit Three: Traffic Light

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Learning outcomes: Upon completion of the Unit, students will be able to:

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

 Write the colours of traffic light.
 Use words to state colour meanings of the traffic light.
 identify words related to significant road signs
 Identify what each colour in the traffic light means.
 State/define words associated with traffic rules.
 Link specific colours to actions of pedestrians and drivers.
 Link the traffic light colours to classroom rules.
 Tell and demonstrate the meaning of the traffic light signs in English.

Competencies Language Items/ Content Learning Strategies and Resources Assessment

 Recognize and I. Listening and Speaking  Teacher shows a little video relating to the traffic  Teacher asks the
spell high signs children/ students
Letters:
frequency topic  Teacher uses asong about Traffic Lights (audio what colour means
based vocabulary.  Listen and repeat the letters – and/or video). to “Go” for drivers?
Aa Bb Cc Dd, Ee Ff Gg Hh Ii Jj Kk Ll Mm Nn Oo  Students are asked to sing the song with their  What colour means
Pp Qq teacher/TV/Video model and point to the colours as “Go” for
 Write, spell and
Rr Ss Tt UuVvWw Xx Yy Zz they sing(colours given on a chart) pedestrians?
recognize words
 Students read, listen and they say the words (red,  What colour means
gr- yellow / amber, green). to “Stop”?
 Recognize and Sounds: /i: /, /e /, /əu / , /æ/, /ə/,  Students listen to pronunciation of the Traffic Light  What the colour
spell key words in colours .Teacher conducts repetition drill with yellow tells them to
/j/, /d/, /b/,/g/, / r/, / n/,/l/ proper pronunciation do?
Simple sentences.
- gr___  Total physical response (TPR): the kids stop moving  Also, the teacher
in the class when they see thered colour card….. asks the students:
 Spell words  Pronunciation of red, Yellow, amber, green…  Teacher uses eye-catching posters as prompts Are traffic lights
 Shout command and the kids have to complete
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 referring to traffic the relevant action whenplaying a listening game. important?
light colours  Red: stop  Teacher displays the traffic lights and talk about  Teacher asks the
 Use capital letters  Yellow: run on the spot what the childrenknow about traffic lights. students to draw a
 Use small letters  Green: Run around the area Activity: sign, colour it and
tell him/her one
 Some selected students will be given traffic light
thing about it.
 Spell words with cues. Other students will pretend to be vehicles.
 Teacher randomly
capital letters. Some other groups of students will recite poem as
asks a student to
group in unison. The ‘vehicles’ perform /behave
spell /write out a
according to the traffic lights (colours).
 Spell words with key word correctly
small letters. ;e.g. red ,yellow;
II. Beginning Reading  Teacher displays a picture of the traffic lights(signs)
stop
describing what each sign means
 Read aloud words related to Traffic lights
 -Students write out a word /phrase /short sentence
 Read and circle words that begin with r, g ,y, a, on something they would do in coming across
letters…. traffic light
Matching exercise
 Read the short text and fill in the chart
 A short reading comprehension using the  Guided Practice: Teacher gives students a worksheet
that has traffic sign on one side and on the other
present simple tense to talk about activities on
separate boxes that describes each sign .Then the
different colours of traffic light (reading, writing students would have to match it.
,speaking skills integrated)  Students match the signs to their meaning
 Students are asked to match words with a picture e.g
 Stop …..
 Wait…..
 Go….
III. Beginning Writing  Teacher conducts spelling and capitalization
exercises
 Continue writing relatively longer words, phrases  Teacher conducts dictation exercise on key words
and short sentences  Students write the meaning of each sign under a
 Write/spell out traffic light colours/words picture given
 Match Traffic light meanings with colours(match  .The red light says……..
color& meaning)  The ….. light says WAIT.
 The green light says….
 Spelling : Print the correct letter in the space for
 Students colour the traffic light (Meaning: Stop,
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 each word Wait, Go)
 Trace and copy traffic lights colors Exercises
 Write the meanings of traffic lights in order :
 Complete simple sentences with
 Red _____________  given words
 Yellow/Amber _________  Meanings of the colours to a pedestrian and a
 Green _______________ driver
 Put the jumbled colours of traffic lights in the Materials
correct meanings
 Large Paper (black, red, yellow, green, blue,
 What do you do when you see red/yellow/ green white…)
light t?  Large chart paper with “ The Traffic Light” poem
 What does red/yellow /green mean? _______ 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
 Image of a cross walk (Image from the
lesson)
 Cross walk sign(showing ‘walk’ and ‘ don’t
walk’)
 Colouring-in pages with full page images of
common road signs; Posters
IV. Word Study  The kids are given exercises and learn what
each word associated with traffic light mean
Related words and phrases
 The kids match the word with the pictures
 Traffic lights vocabulary:  The kinds name the traffic signs
 red, green ,yellow, amber  Flash card exercise about traffic lights colours
 yellow light, red light, stop light, green light vocabulary 0902707860
 cross a street, caution, be careful,
 stop, walk, yield, wait, zebra
 Key words:
 Pedestrian, cross walk, Traffic,
Expressions :

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  ( Imperative and present tense)
 Turn left/right at the traffic lights.
 Don’t turn right at the traffic light.
 Stop when the traffic light turns red.
 We already use the traffic light systems in a
number of areas.
 There are many different colours

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 Unit Four: Forest
Learning outcomes

At the end of this unit, the 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 module
 understand how to use the indefinite articles “a” or “an” before singular countable nouns
 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
 understand the meaning of the following words taken from the passage “stand”,: “prepare” and “absorb”
 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

Competencies Language Items/Content Learning Strategies & Resources Assessment

 Listen to a test and tell the Unit 4: Forests  Pre-listening -The teacher prepares
main idea of the text. himself well before coming to class
Listening and speaking
 Fill in blank spaces while- and pronounces each word as
Check whether students are able to
listening a talk. Importance of forest correctly as possible – Whole class read out words with short and long
 Pronounce list of words. discussion – on short sounds of words vowels.
 List of words with short vowel sounds and meaning of words
– forest, bush, grass
 While listening - The teacher points
 Set down words and  List of words taken from the text -The teacher tries to find out errors
out to the picture of the tree and
expressions while attending a  Listening to a short text on when students repeat pronouncing
forests/trees. forest; Individually, the students say
talk. each word after him/her and gives
Dictation out the name of the part of the tree
feedback by asking one of the
after him
 Use ways of asking and  Word level dictation(Listening and students to pronounce it correctly
 Post-listening – True or false and fill in
answering questions. repeating words chosen from the text)
gaps activities o be done first
 Talking about parts of a tree:
individually and then done in group

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  Describe their understanding  Copy down what is being read by the
about forest teacher
 A tree has…(leaves, roots, stem,
flower, fruit)
 -Speak about importance of trees
Expressions (shade, firewood, habitat for birds,
-The teacher gives correction by
construction, making furniture/table,
 Importance of forests him/herself.
etc.)
 What does a tree have?
 A tree has….
 What do we use a tree for? -teacher’s follow up and correct
 We use a tree for
 The teacher gives students different
words with different articles and lets
them drill as repeatedly as possible
 Individual work – copy down list of
words
-The teacher listens to the
 Whole class discussion on the pronunciation of the students and
Word study meanings of these words gives correction if he finds errors
Word related to forests (E.g. forests, jungle,  Pre-reading – Whole class discussion
wood, timber, trees, plants, branch, leaves, to do brainstorming activities and the
 Underline words taken from
roots vegetation, etc.) teacher reads aloud list of words taken Quiz on Reading.
the text.
from the passage on forests
 The teacher reads the three words
Beginning Reading very carefully and the students
practise reading the words after
Forest him/her
- Read a short text about forest  The teacher reads out the three
- Questions on the passage. sentences that describe the functions
of the root, the stem and the leaf of
 Identify two countable nouns the tree
that go with indefinite article  While reading – True/False & blank
:”a” and another two

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 countable nouns that go with filling questions based on the text.
indefinite article“an”use  Post reading – answer short answer
indefinite article “a” or “an” questions on the passage
before four countable nouns  The teacher asks the students to read
given in the textbook out the words with articles as
checks the clarity of the lesson by
repeatedly as possible and the
asking some additional cases on the
students repeat after him
blackboard
 say out the sentences that  The teacher explains how to use each
have included the words article in simple English or using a local
stand”,: “prepare” and  Articles taken from the text language in a controlled way
“absorb” after the teacher  The teacher asks the students to insert
either “a” or “an” before the list of
singular countable noun that begins
with either vowel or consonant sound
 The teacher gets each student read
each word and try to understand the Collecting learners’ exercise books to
meaning of the word by associating it give written corrective feedback on
with the picture of the tree learners’ attempt.
 The teacher gets the students
complete short sentences with words
learnt above

 The teacher explains the different

cases of English letters with examples
 Asks the students to write the case of
the three words discussed above
correctly into their hand writing
exercise book

Beginning Writing

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  Completing sentences with words
related to the topic.
 Write 5 sentences about the
importance of forest.

 use the three words to

complete the spaces in three
sentences.

 Write the upper case,

themiddle case and lower case
of the two words that the
teacher says out to them,

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 Unit 5: Food crops (13 hours)

Leaning outcomes

At the end of this unit the learners will able to:

 Listen and write words

 Listen and draw pictures
 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

Language Focus

Listening, speaking, Phonic reading and writing

Competencies Language Items/content Learning Strategies/activities Assessment

 Listen to short texts and Unit 5: Food Crops  Pre-listening  Checking students’ exercise
identify important words.  Oral discussion on how to books.
Listening and speaking
 Say words aloud pronounce words and the
 Listen and write words  Listening to a short text on meanings of them
 Listen and write short and food crops  While listening  Asking the children to read

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 simple sentences  names of food crops  Loud reading; silent reading letters, words and sentences
 Listen and relate words to  Listen and write and Pair work(Asking each aloud
pictures  Listen, draw and label other questions)  Assessing students’ dialogue.
 Draw and label pictures Dictation  Listening to the story and  Checking if students are able to
 Listen to short simple text/story write words. say out the words
 Phrase and short sentence 
and draw pictures about it Post listening  Asking students to match
level dictation related to  Listen and copy; individually pictures and words
food crops
provide answer to the  Assessing the ability of saying
 Listen and write consonants  List of food crops they are
questions asked on the text out and write the words taken
and vowels in selected words familiar in their areas(E.g.
 Whole class activity on singing a story
 Ask questions corn, maize, teff, wheat, etc).
Pronunciation
song  Oral quiz(asking to pronounce
 Make short sentences.  Acting out short dialogues words/sentences)
 Identify vowel and consonant  pronouncing vowels and  Asking to underline subjects
sounds Cross over group discussion on types
consonants in the selected and verbs;
food crop words (a,i,e,o,u, of sentences
 Asking to match sentences and
m,z,w,h,t,c,r,n,s,g,b) from Examples their types.
maize, wheat, corn, barley,  Asking to use end marks
 Speak about their favorite food. sorghum, beans, etc)  My name is…(telling
 Identify consonants at the word Expressions sentence)
initial.  I am student.
 Quantifies - singular and  What is your name?/How old  Going around and observing
plural nouns are you?(question) students to discussions
 Rehearsing and acting out  Conversation  Open the door.  Checking if they are able to
conversations.  Types of sentences (Telling (ordering/command provide words in their place.
sentence/statement/
sentence)
question
 Please give me your
sentence/command,
pen.(Ordering/command
exclamatory)
sentence)
Word study  Giving oral feedback on
 Oh, it is very hot!
learners’ pronunciation of
 Words related to food (Exclamatory sentence)
difficult words
 Identify telling crops  What a good
sentences/statement/ Beginning Reading day!(Exclamatory sentence)
questions sentences,  Read aloud words like - Corn,
 Copying words taken from the

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 ordering/command sentences text maize, wheat, barely, teff, beans,
and exclamation sentences  Underline the consonants and sorghum, etc.
 Read words and circle vowels in the words taken from  Pre-reading – Group discussion on
the names of the food crops
consonants/vowels words taken from the text
 Copy down the given words
 Read aloud vowels and from the chalkboard.  Filling blank spaces
 Collecting exercise books and
consonants correctly.  Reading aloud names of food  Drawing pictures
giving written feedback .
 Read and match pictures crops.  Matching word with pictures
 Read names of food crops and  Drawing and labeling pictures.
 Read short texts and locate match -with pictures of the  Loud reading
crops(the teacher -uses pictures
specific words/phrases  Discussion
of different food crops
 Copying words from the board.  Asking and answering 
 Reading a short text on food Peer assessment – ordering
 Copying down short sentences crop and complete blank spaces questions. them to exchange their exercise
d from the board.  pair discussion and group work books for peer feedback
 Write short and simple Beginning Writing  Pair work to write the words
sentences about their likes and  Unscramble letters to write food filling missing letters
dislikes crop words (ehwat=wheat, etc. )  Whole class discussion after
 Identify and circle/underling  Write the names of food crops learners have reorder scrambled
words of quantity from a short letters.  Collecting learners’ written
 Write missing letters to compete
text attempt and check whether
bank space in names of food
 Make simple sentences using crops(E.g. co- - n)
learners write sentences
words of quantity or amount. correctly.
 Reorder words to make
 Form some singular and plural sentences(E.g. tall/is/she= she is
nouns correctly. tall)
 Talk about the number or
 Write three short sentences
amount of something
about their favourite food crop
 Write telling sentences, (E.g. My favourite food crop is
questions, command and maize, etc.)
exclamatory sentence

Unit Six: Polluted Environment (13 hours)

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Leaning outcomes: At the end of this unit the learners will 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
 Listen, and draw picture
 Read simple words/sentence 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

Competencies Language Items/Contents Learning Strategies Assessment

 Listen and write words. Listening and speaking  Pre-listening:  Checking if the students have
 Listen and repeat words and  discussion on list of words related to copied words correctly.
sentences  List of words related to a polluted pollution
 Listen and identify message of environment after the teacher.
 While listening :
simple stories.  A short text on a polluted  Locate specific information while the
 Fill in blank spaces by listening or environment
reading teacher is going to read the text
Conversation aloud.
 A dialogue about how their  Post listening:  Assessing students’
 Telling about themselves and their environment is polluted.  Pair discussion on their response to conversations.
parents’ jobs the questions asked on the text;
 talk about what they (students) can
 Pronounce words correctly. Listen and copy
 Tell the benefits of gardening do to have pollution free
 Pair work – performing the dialogue -
environment. (e.g. planting trees,  Checking if the children are
etc.) Role play
able to read words and
 Pair work - Acting out short dialogue
Expressions sentences
 Group Discussion – to talk about what
 .Talking about food crops in their
 Personal pronouns (I, We, He, She, they can do to alleviate pollution
areas
 Writing short sentences. It)  Group discussion on personal pronouns
 Reading words/phrases or and –

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 sentences aloud. Word study  Example  Checking if students are able say
 Act out conversations.  I run on rainy days. out the words
Climate, weather, pollution, oxygen,
 We clean our environment
etc.
 She eats bread.
Beginning Reading  He drinks polluted water
 She feels sick.
- List of words related to polluted  It is a cold day  Checking the list of food crops
 Match words and pictures
environment.  written
 Copying words from the board. Song on climate change or pollution.
- A short paragraph on a polluted  Drawing pictures  Assessing if students are able to
environment and fill blank  Matching word with pictures match pictures and words
spaces.  Pre-reading - Individual work – to  Asking students to tell the
 Pronounce words taken from a text. - Some English short and long pronounce words and telling the message of the story
 Read a paragraph and tell the main vowels from words related meaning  Checking students’ exercise
idea. polluted environment  While reading - Reading words and books
 Read a paragraph and identify the (Example: a , a: e, e: , i, i: o, u,  Assessing the ability of saying
sentences aloud(pronouncing) and
specific information. u:) out and write the words taken
Filling blank spaces
 Pronounce short and long vowel Initial writing story
sounds.  Post reading - Talking about polluted
environment.  Asking to repeat words
 Copying down phrases/short
sentences from the board.  Individually copying down sentences and
 Copying down short sentences d
phrases.
from the board.  Write missing words on blank
 Pair discussion – after writing the  Oral quiz(asking to pronounce
spaces from a short paragraph on a
missing words words/sentences)
polluted environment.
 Order words to form a meaningful  Reorder words to form sentences  Going around and observing
 Unscramble group of words and
sentence.  Whole class discussion after writing students to discussions
write short sentences (E.g. good
tree planting= Planting trees is sentences.
 Write short sentences. good. etc.).  E.g. Polluted environment is bad for
health.
 Write5 short sentences using
words related to polluted
environment.

Unit 7: Good Manners (12 Periods)

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 Learning Outcomes

At the end 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
Competencies Language Items/Content Learning Strategies & Activities Assessment

 Pronounce words taken from Listening and Speaking  Whole class participation: repeating short and  Self-assessment: Teachers
a talk. Listening long vowel sounds with words: Example: provide lists of polite
 Say out words and  Revision on common short  Short vowel sounds words on the board. Thus,
expressions. the students take
vowel sounds  Mat, sat, fat, etc. …... /a/
correction.
 Bed, let, set, etc. ..…. /e/
 sit, ship, lip, etc. …... /i/
 pull, put, push etc….. /u/
 Revision on common long  top, pot, got, etc. ……/o/
vowel sounds  Self-Correction: Check if
 Long vowel Sounds students are able to
 Ice, fire, die ……….. /I/ compare their sentences
 Make, cake, lake..…. /ei/ they get from spoken
 Boat, goat, coat …... /ou/ source with given answer.
 Book, look, cook .…. /uw/
Dictation  Heat, beat, seat …….. /iy/
 List of 5 words and polite  Pre-listening – Whole class discussion on list
words from the spoken
of words and expressions
sources.
 While listening – Individual works – listening
and answering questions from the text
 Give oral feedback to
 Listening text about good  Post listening - Learners practice transcribing
 Transcribe words and phrases students role playing.
while listening to a talk. manner polite words or phrases while the teacher is
reading trice (three times)

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 Example:
 Thank you. – Please.
 I’m sorry. - Welcome.
 Excuse me.
Learners practice writing the sentences while the
teacher is reading aloud the sentences three
times by dissecting each part of the sentences
 Polite request Sentences logically. Example:
 Can I help you?
 What can I help you, please?
 May I get in? etc.
 Use polite expressions in their
talk.  Pair and Group activities - Learners play role
to perform a given dialogue based on asking
Conversation for and giving permission.  Ask learners to read lists of
 Asking for and giving  Example: words and phrases aloud
Permission  Student: (Knock the door) and giving oral correction.
 Teacher: Who is it, please?
 Perform the conversation  Student: I’m Debebe. May I get in?
playing a role.
 Teacher: Why are you getting late?
 Student: I lost my service.  Collecting exercise books
to check whether learners
 Teacher: Ok. Is being late a good manner?
provide correct answer.
 Student: No, teacher.
 Teacher: Very good. Don’t be late again. Have
Beginning Reading your seat, please.
Good Manners  Student: Thank you teacher.  Ask whole class question
 Word study (5 words)  Teacher: You welcome. on the specific information
 Pre-reading – Group discussion to study of the tale.
 Silent Reading
words - Learners practice pronunciation and
meaning of words taken from the text.
 Questions from the text
 While Reading – Individual work - Learners
practice reading the text silently and match  Peer feedback – Telling
A Notorious Boy students to exchange their
 List of words and phrases the words listed above with the passage.
response.

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 taken from the text (bad  Group discussions on words and phrases
 Demonstrate the meaning of manners) taken from the text on good manners
words using physical  A story about a boy with bad  Post listening – whole class discussion -
response. manner
Learners practice responding question based
on the information they get from the text.
 Collect learners’ exercise
 Learners reading a tale about bad manner books and giving written
and reflect about the message of the tale’. corrective feedback.
 Tell the message of a tale.  Group discussion on words and phrases on
bad manner
 Reading aloud the given text’
 Sort words or phrases in their  Learners are given a table with two columns
main part. Writing
which contains Good manners and Bad
 Categorizing Terms  Check if students are able
Manners. And then, they are reading with
Respect others to produce ground rules to
their teacher mixed lists of words or phrases. their classroom.
Insult others
Managing Time They are told to sort bad and good manners  Check whether students
Being late for school. in the box. are able to fill the chart.
etc. No Good Manners Bad Manners

1 Respect others Insult others

 Fill out charts.
2
 Ground rules - Writing simple
 Giving correct answer to
sentences on Classroom Rules 3
help students compare
(Be + Adjectives)
4 their response with the
correct
5  Collect exercises book and
giving written feedvack
In group, Learners are guided to write ground  Oral Reflection –
 Write ground rules. rules to the classroom. Recording what students
 Be Punctual. put forward
 Be Polite

Unit 8: Foods

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 Learning Outcomes: At the end of the unit, learners 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
 pronounce words with …
 copying 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

Competencies Language Items/Content Learning Strategies & Activities Assessment

Unit 8 Foods  Whole class activity – saying out words with short  Asking oral questions to
and long vowels check whether students
 Pronounce words taken from a text Listening & Speaking are able to pronounce
 Short and Long vowel sounds – /u/ ‘oo’ – put - food,
 Listen to list of words and match lut - cook, /o/ & /ou/ – dot - bout, got - goat;
words with short and long
- Pair of words with similar short and vowels.
words with picture.
long vowel sounds  Repetition drill – Learners are helped to repeat  Checking if students are
- Revision on repeated short and long words with short /u/ and /oo/ and short /o/ and able to provide
vowel sounds /ou/: Example appropriate responses to
- Dictation – list of pair words with
 /u/ - /oo/ - put – food; pull – cook the questions.
 Transcribe words, expressions and short and long vowel sound words
 Collecting exercise books
short sentences from spoken Text A Foods we Eat  Pre-listening activity – oral discussion on lists of
words, phrases and expressions to check whether learners
sources are able to provide
- List of words from the text to  While Listening activity – Individual work – Learners responses to the while
pronounce correctly are given pictures of food items and are told to
- Short text about healthy food of 5 – and post listening
encircle pictures while they are listening to the talk. activities.
7 sentences – simple questions to be
 Listen and match short and long answer after listening  Post-listening activity – Pyramiding strategies –
vowel sounds with words. Likes and Dislikes Individually give answers to simple questions on the
 Oral presentation
text, Pair work to share responses and Group

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 - Expressions of likes and dislikes discussions to consolidate ideas
- Short Dialogues for practicing asking  Whole class discussion -
for and offering helps.  Assessing learners’ oral
 I like to eat ….
Beginning Reading performance on dialogue.
 Express their likes, dislikes and  I don’t like to eat  Provide oral feedback on
preferences. Reading Text - Foods  I like eating… learners’ participation.
 Perform dialogues after rehearsing.  I dislike eating …
 Role play on a given dialogue - List of words and expressions from  I prefer eating…
 Produce dialogues on likes and the passage  Collecting learners’
 I don’t prefer eating
dislikes, - Reading texts of 7 to 10 sentences exercise books to check if
about - food  Pyramiding = individual work. Pair work – whole they are able to provide
- Simple questions – class presentation - reading, rehearsing dialogues answers for - while and
- Expressions – I like to eat …/I don’t and oral presentation post reading activities
 Read and tell the main idea of a
like to eat Questions and answer –  Pre-reading – whole class activity to study words
What do you like to eat? and expressions taken from the text.
reading text.  Quiz – to check whether
Word study  While reading – individual work to provide answers learners are able to use
 Analyze a given text. - words from the text to questions that are on finding out the main idea words in contexts
and particular information
 Sort items in their category. - Words on food items  Post reading – Individual work and group discussion:
 Collecting learners’
Beginning Writing  True or False exercise books to check
 fill in the blanks, whether they copied
 Use vocabularies to construct - Dictation.
 short answers words for spoken source,
sentences.
 Group work construct sentences and
 Match pictures with their name. - Copying words about foods
 to study words taken from the text write a short paragraph on
 picture of food items and name of these foods foods they like or dislike
- Writing simple sentences using likes
 Construct sort sentences using to eat.
and dislikes.  Individual work – copying while they are dictated
words and expressions.
 Group discussion after writing names of some food
 Describe pictures on food items.
 Individual work – writing a short paragraph about
 Arrange jumbled words to write
meaningful sentences food
 Writs a short paragraph of 5 related
sentences.

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 English Language Syllabus for Grade 3

Unit One: My School

Up-on a successful completion of this unit, children will be able to:

Listen and respond to the given questions.

Pronounce words related to classroom objects.
Listen for specific information.
Form questions.
Reply to questions.
Pronounce the given words on classroom objects.
Spell out the given words related to classroom objects.
Tell about the importance of classroom objects.
Read for details.
Evaluate the meanings of sentences.
Produce 3 word oral sentences

ompetency Language Item Learning strategy Assessment

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  Use peer
Unite 1 My School Learners use series of pictures of assessment
Listening technique
Listen and respond to the classroom objects.
(students can
given questions. Listen to a text on class room objects assess one
another)
Wormers:

Pronounce words related to Would you please list out some of the
classroom objects.
classroom objects we have here?  Use questioning
techniques and
Pronounce key words in the listening give constructive
text (E.g., chair, duster, table, stool, feedbacks;
etc.) Learners will be assisted to listen to both
pictures and their words  Assign students
Listen for specific Listen for specific information on the in role play
information.
theme of classroom objects. activities and
make continuous
Identify the major ideas of the text. observation.

Speaking
Learners will use worksheets.
Form questions.
Asking and responding to question  Checklist /
rubric and giving
Pronounce the given words on feedback
classroom objects. Use pictures
Reply to questions.  Scaffolding
Question: What is this?
Pronounce the given words
Response: This is a table.
on classroom objects.
Question: What is this?

Response: It is a chair.

Question: What is this?

 Learners use a list of picture-

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 Response: It is ________. based classroom objects.

Call out the names of classroom

objects when their pictures are
 Discuss in pairs about the
displayed.
importance of classroom objects.
Speak about the importance of
classroom objects.

We use a chair to sit on.

We use a table to write on

Reading

Read two sentences text  Learners will be given a list of

Read and identify names of classroom sentence texts.
objects they have heard in the text.  Identify the list of major themes.

Identify the major themes in reading

text.
Spell out the given words Adequate list of words-related to house
related to classroom objects Vocabulary objects will be used.

Pronounce words related to classroom They should be given the pictures of

objects.
possible list of classroom objects.
Use pictures and write the names of
picture-words. They will also use videos of the
classroom objects.
Tell about the importance Grammar:
of classroom objects.
Analyse meanings of sentences
containing a list of classroom objects.

Teacher: May I take this chair?

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 Student: Yes, you can . The sentences have to be given to the
learners a day before a class.
Teacher: May I take this table?

Yes you can. Scrambled letters of the classroom to the

learners. They will be to assisted to
Read for specific Writing
unscrambled it and form conventional
information
Write down the names of the words of classroom objects.
Read for details classroom objects.

Construct a 3 wordoral sentences.

Spell the names of picture

words.

Evaluate the meanings of

sentences.

Produce a3 word sentences

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 UNIT-TWO: MONTHS OF THE YEAR

Learning out comes:At the end of this unit, learners will be able to:
 Listen to listening texts.
 Tell what parents buy to their children in the month of September.
 Respond to ‘wh’ questions.
 .Sing songs of months of the year.
 Use adverbs of time to express the sequence of months of the year.
 Write a five sentences paragraph.

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 Competencies Content/language item Learning strategies and recourse Assessment

Listeningpredict what will be

included in a listening text.Listen and
Unit 2 Months of the .Revise days of the week using questions like: .Check if students recall days of the
do listening activities.
What is the day today?, What was the day weekAsk the the week
year yesterday?
.Report results of group discussions.
Listening . Listen to the listening text and answer the
Speaking use wh words for asking questions from the listening text.
questions. .Go round and check if students do
Listening a text about the month
the the listening questions.
September Discuss in small groups about what their
Respond to ‘wh’ questions.
parents buy them in September, and report . Spy their discussion and get one of
Speaking
Use questioning phrase “how many” their idea to the whole class. the group members to report the
.Asking and respondingabout what .Sing songs of the month of the year. decision of the group.
And responding phrase “there are…” . In pair, ask and respond to questions about
parents buy to their children in the
days of each month. For example, ‘Check if all students sing song of the
.Sing songs of months of the year. month of September
A: How many days are there in June? month of the year.
ReadingRead and do comprehension A; What do your parent buy to you B: There are 30 days in June. ‘Go round and check if learners ask
questions. every September Teacher talks about 3 or 4 activities that he/she and respond to questions about days
does in particular months. of each month in in pair.
.Songs of the month of the year.
.question and answer using~ How ‘Check if students do comprehension
many~ and there are… .Read the topic and guess what will be questions.
included in the reading text.
.Read the text and write to the answers of the .Check if learners are doing
comprehension questions. comprehension questions.
Reading .Let learners match the pictures with months.
.Check if learners match the pictures/
Read a text about the months of the .Let learners match the descriptions orally/ in
descriptions with months.
year and answer comprehension written with months.
questions
.Teacher uses a calendar to teach months of the
year.
Vocabulary Uses . Match the vocabulary words with Months
the key words and writes sentences. Example
Get meanings of sentences from the month words
context of listening and reading texts. September Flower
Vocabulary harvest

Getting meaning of vocabulary words Get learners identify the meaning of next, last
Grammar Use next, last, and after from the context of listening and and after. .Go round and check if learners do

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to express sequence of months. reading texts .Get them to complete sentences like: the vocabulary and grammar
September is next to _______. activities.
The month after September is ________.
Check if each student writes
Writing sentences
Get each student to write five sentences about
Writesentences on what parents buy Grammar Adverbs what their parents buy them every September.
to their children every September. of time ( next, last, after) Group them in four and compare and check
their sentences.

Writing
•Write five sentence about what your
parents buy to you every September

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 Unit Three: The Traffic Signs
Learning Outcomes:
At the end of unit, the learner will be able to
 describe different types of colours that signal different traffic signs
 match different traffic rules with the colour of traffic lights
 use simple present tense sentences such as “I have, He has” with different subjects
 use the newly learnt words to fill in the blank spaces in the sentences
 write correct sentences using “how much” and “how many”

Competencies Content/language item Learning strategies& retours Assessment

 Listening Listening Listening Listening

listen to instructions
about traffic lights,  listening to a short  The teacher reads out  The teacher asks each student to
colours and text on traffic the text loudly two tell him/her the meaning of each
understand their colours, lights times and then asks colour and then he gives them
meanings andsigns and them to match the the correct form when error is
understanding meaning of each colour found out
 hearing impaired their meanings with traffic rules
students read the Speaking
text silently and Speaking
apply them in their  The teacher says out different
daily life  The teacher says out colours turn by turn and then
different colours and the students are asked to tell
then asks the students him/her their meaning
to tell him/her the

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 Speaking corresponding
Speaking meanings
 telling the
 look at the colours
meaning of the
of traffic lights and
colour when the
tell about their
teacher says out Reading
meanings
different colors Reading
orally  The teacher reads the  The teacher asks the students to
Example short text to students listen to him/her and write
and asks the students down the spelling of each word
What does red colour
to write the spelling of
mean when you travel on
each colour
modern road?
Vocabulary

Reading The teacher assesses the performance

Vocabulary of each student and gives a right away
 reading and  The teacher reads out correction
Reading the text loudly to
associating
colours with students and then asks oral questions
 read a text about traffic signs them to match colours
traffic signs ,lights from the pictures with ask to tell traffic light
and signs and use the words
them when they Grammar
walk on roads
 The teacher gives them
sentences with blank Grammar
spaces and then asks
them to fill inbeing in ask any object that related with colour
Vocabulary
small groups light
listening to colour words
and associating them with
Vocabulary traffic signs Writing
The teacher first gives students

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 understand the different model sentences with
meaning of colour verb to have and then he/she
wordsthat signal asks them to fill in the blank
traffic lights and use space in each sentence with Writing
them when they the correct form
travel on modern The teacher asks students to give
roads correct answer and then he/she gives
oral correction first by eliciting from
the students’ background knowledge
Grammar

practising the use of “I

Grammar have, He has, etc“
construct present
simple tense
sentences such as:
I have, he has, they have,we
have

Writing Writing
 writequestion sentences
 writing sentences
such as “How many
using how many,
colours do you see ?
how much
andHow much water do
you drink ?

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 Unit-Four: River
Learning out comes: At the end of unit the learners will be able to:
 Listen to and respond to the listening activities
 Take part in conversation / dialogue activities in pair.
 Talk about their surroundings (ricers).
 Explain what people are doing at a certain moment.
 Express uncountable things using quantifiers.
 Use new words in the context of the topic.
 Write complete sentences by rearranging jumbled sentences.
 Complete a guided paragraph.

Competence Content/language item Learning strategies &Recourses Assessment

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 Listen to and react Listening: Importance of Drinking Pre-listening  Use brain storming
accordingly. Water  Students complete the pre-listening activities activities to list the name
e.g. of rivers in their
 Listening to a text about river  What are the names of rivers in your area? surroundings.
 Listen to and  Listening comprehension  What is the importance of river/ water?
 Listening and comparing with While-listening
comprehend the main  Use peer assessment
picture  Students listen and complete diagram/ table/ paragraph/
idea of the listening text. technique (students can
 Completing diagram sentence.
assess one another)
 Students listen and compare with pictures
 Completing paragraph/
Post-listening
sentence using the new words  Students comprehend the listening text.
 Complete a paragraph / in the listening text  Students list out the new words and use in the topic
diagram using words  Use questioning
Speaking related context. techniques and give
from the listening and  Students summarize the main idea of the listening constructive feedbacks;
reading text.  Asking and answering question text.
 Make conversation in about uses of rivers (using WH- Speaking: Conversation/ dialogue
pair; question)  Students practice speaking in pair  Assign students in role
e.g. telling names of rivers in  Teacher makes model speech and let the students do the play activities and make
same. continuous observation.
students surrounding
 Explain what people are (Awash,Nile)  Students reflect ideas based on the topic.
doing;  Practicing dialogue/  Students sing a song related to the main topic.
conversation in pair (about )  Checklist / rubric and
 Singing a topic related song giving feedback
 Ask questions using Wh-
forms; Reading: Rivers in our village
 Scaffolding

 Read the short text and Pre –reading

 Reading a text about uses of  Students discuss in pair/ group about rivers in their village.
comprehend the main
 The name of the rivers; how big/wide/ small they
idea. rivers and answer comprehension
are; the volume of the water flowing over;
question  How many rivers are there, etc
While-reading
 Students complete a simple diagram/ paragraph, match
 Use words like some, a with pictures; fill gaps, etc
lot of, much, etc to  Students answer questions (yes/no); etc
explain uncountable Vocabulary: Post – reading
things.  Students summarize and reflect the main idea of the
 Getting meanings of new words text.

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 from listening and reading texts  Students answer comprehension questions.
 Rewrite the jumbled context  List out new words and guess their meanings in the
context of the topic.
sentences correctly.
Grammar:  Complete a short paragraph.
Word study
 What people are doing (Present  Students list out or select new words from the reading
continuous tense (am/is/are + ing) text
) Example:  Students use different topic related words. Such as river,
 I am/ we/ they/ you are water, tributary, long, short, small, big, flow, flood, etc
drinking water. What people are doing (present continuous tense)
 She/he is fetching water  Students brain storm all the activities they are doing in
the classroom and reflect these listed activities to the
from river.
teacher; then, the teacher demonstrates and express all the
 Using some common quantifiers activities in progressive tense. E.g. the river
for uncountable nouns;  Alem is writing a sentence;
Much, a lot of, some, few, etc  The teacher is speaking in English.
 They are talking.
 Writing  Students count classroom objects and tell the quantity;
 Writing three sentences  On the other hand, students list the name of uncountable
objects such as water, milk, etc; then, the teacher tells them
about the uses of water.
how we measure and quantify these things. E.g.
 Gap filling exercises  A glass of water; a bottle of milk;
 There is some milk in the refrigerator.
 Students write 5 short sentences in present continuous
tense.
 Students complete a short paragraph using the word bank.
 Students rearrange jumbled sentence to make meaningful.

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 Units 5: Cash Crops
Unit Outcomes:Students will be able to:

 Express their opinions on cash crop matters

 Interact with people in English on the telephone
 Express their likes and dislikes
 Write compete and meaningful sentences

MLC Content/language items/resources Learning strategies Assessment

Listen to and give A. listening A. Listening A. Listening

answers. text: a short listening text on coffee seedling Students put tick against Simple listening
processes(a text with words like seedling, grain, statements based on the passage text which
green leaf, loom soil) students listen
They match words mentioned
to and narrate
B. speaking with pictures
again
make a telephone asking and answering question about coffee B. Speaking
conversation. A: do you know coffee plants? 1. Students practice the
dialogue
B: Yes, I know coffee B. Grammar
2. They are given simple
A: do you have your own coffee? questions within their Changing from
Read and do B: Yes, I have coffee scope of knowledge and plural to
comprehension asked to give answers singular
A: do you drink coffee?
questions. C. Expressions
B: yes, I drink coffee/no, I don’t drink coffee
………… Students practice the
telephone conversations
Guess the A. Where do you buy coffee? C. Teacher checks
B. buy from shop/ market and role play a similar
meaning of words the learners’
A. How do you use coffee? telephone conversation in
in context. telephone
B. I boil it …………. pairs
conversation
C. Expressions Students ask each other and scaffolds.
Likes and dislikes about three things their
Form plural. friend like and report the
A: Which one do you like more, coffee or tea?
answers to class

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 B: I like tea more Eg. My friend likes …..
A: do like tea with sugar or without?
Write sentences
using new words. B: I like it with sugar D. Reading
……. Students read the passage D. Checks the
ang give answers to learners plural
Telephone conversation formation.
comprehension questions
A: Hello,…………..speaking? E. Vocabulary
B: Hello A, I’m B, did you watch the football last Students are given a short
night? passage about the use of
B: Yes, it was exciting coffee and guess the meanings
………. of five underlined words
(drink, health, money, job)
D. Reading
A short passage about 5-7 sentences on
cash crops F. Writing
Students write five sentences
E. Vocabulary using the words they learnt
Guess the meanings of five underlined under vocabulary
words in a passage E. Checks the
F. Grammar correctness of
Plural formation from singular nouns learners
G. Writing sentences.
Write five sentences using the words

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 Unit 6: Cutting Trees
Learning outcomes: At the end of this unit, learners will be able to:
 Listen to a short text and complete information accordingly.
 Explain what people do in their environment.
 Give contextual meaning for the new words in the text..
 Comprehend the main idea in the reading text.
 Complete sentences/ text using the correct words
 Write short and simple sentences about the use of trees.

Competencies Language items/ contents Learning Assessment

strategies/resources

A. Listening A. Listening Assess on speaking

Text: why people cut tress Listen and perform the when they report on
Match words matching the use of trees for
with pictures Listen to the text and match action words
B. Speaking their families
with pictures (cut, burn, shelter, wood… Students report the use
B. Speaking of trees for their families
Interviewing What do families use trees for They collect information
Interview: tell me three things what your and report to class
family use trees C. Expressions
Report on the interview Students take turns
C. Expressions rehearse the
Introducing someone to a friend introduction
A: Hi, B, let me introduce you to my The teacher guides and
friend C. C this is B helps them to produce a
Introduce others similar conversation
B: hi, C, nice to meet you
D: nice to meet you too orally
A: Hey, guys its time lets go to class D. Reading
B: Bye see you other time Students read the
C: Hope to see you too, bye. passage and answer
D. Reading comprehension

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 Text: effects of cutting tress questions
harmful practices of cutting trees E. Vocabulary
(a short passage of 7-9 sentences ) Students are given a text
E. Vocabulary with five difficult words
Guessing meanings of words using and they guess the
contextual clues meanings
F. Grammar F. Students are given the
Comparison and contrast advantages and
Advantages and disadvantages of cutting disadvantages in
tress columns
Read and Words of comparison
comprehend a and contrast are given In
G. Writing
text the middle column and
Writing simple sentences with words
learnt from vocabulary lesson students write three
sentences using the
ideas in the columns.
Guess word G.
meanings

Talk or write
about advantages
& disadvantages

Write simple
sentences.

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 Unit 7: National Flag
Learning outcomes: At the end of this unit, learners will be able to:

 Describe colors and symbols;

 Discuss issues with their partners;
 Read and do comprehension questions;
 Use the simple present tense to talk/write general truth;
 To use new vocabularies to produce their own sentences; and
 Write correct simple sentences

Competencies Language item/contents Learning strategies & resources Assessment

UNIT SEVEN :THE Listening

NATIONAL FLAG
Teacher asks learners about the colors and symbols of the Teacher check if learners identify
Listening Ethiopian National Flag. Then shows the National flag and colors. S/he also checks whether
Identify colors and reads a text on the purpose, features, etc. of the Ethiopian learners listen to and comprehend a
symbols and use them Listen to a text about the National Flag. Learners listen to the text. The teacher provides listening text.
in description. national flag pre-, while and post listening activities and learners do the
Speaking activities first in pairs and then in small groups.

Discussing on the purposes of a Speaking

national flag.
 Teacher asks learners to discuss on the purpose and
Discussing on the meaning of meanings of the colors on the National Flag in small Teacher supervises the learners
Discuss on issues. the colors of the national flag. groups. Learners share the report of their group group discussion and scaffold them
discussion to the class. Teacher calls any group member
when need be.
Reading:Ethiopian National randomly to report the result of their discussion. Teacher
Flag encourages learners in their presentation.
 Teacher brings the National Flags of the neighboring
Read a text a bout Ethiopian countries and asks learners to guess whose flag is it and
National Flag and answer why do they (the countries) choose the colors. Teacher
comprehension questions teaches more African national flags and their colors.
Learners appreciate
Vocabulary Reading

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Read and do Getting meanings of vocabulary  Teacher asks learners to read and comprehend a short text
comprehension words based on the context of on the ‘Ethiopian national Flag and answer
questions the listening and listening texts. comprehension questions. Teacher follows the three
levels of reading (pre-reading, while reading, and post
Grammar reading).
 In small groups, learners make their own group’s flag and
Simple present tense to express describe why they choose the colors.
fact or general truth. Vocabulary
Verbs expressing the purposes of Words derived from both the listening and reading texts will Teacher gives a quiz on reading
each color of the Ethiopian be taught to learners. Learners guess the meanings of the comprehension and provides
National Flag. words from a context. Teachers will also give dictionary immediate systematic feedback.
Writing practices.
Talk /write about
general truth. Write 6 sentences about the Grammar
Teacher checks learners’ sentences
meaning of the Ethiopian Teachers teaches the simple present tense to express fact or and help them write correct
National Flag colors. general truth (i.e. Always true). E.g. the sun rises in the east sentences.
and sets in the west; sky is blue, etc. teacher follows an
Produce simple inductive approach during presentation (E.g. teacher writes
sentences using new some five sentences of general truth and asks learners to
words. underline the verbs; teacher does one as an example. Then
teacher asks learners to write five similar sentences of general
truth. Finally, teacher asks learners to provide a rule for the
Teacher checks whether learners
sentences. Teacher provides the form as a language note.
identify the use of the simple
Writing present tense in talking/writing
Write / speaks about about general truth. Teacher helps
something which is Learners write six sentences about the meanings of Ethiopian learners in their effort to write
always true. national Flag and check their writing in pairs (peer simple sentences using the simple
correction). present tense correctly.

Write simple
sentences. Teacher checks the learners’
sentences and encourage them to
write more.

131 | P a g e
 Unit 8: Keeping our Surrounding Clean
Up-on a successful completion of this unit, children will be able to:

 Listen and respond to the given questions.

 Listen for specific information.
 Form questions in the given context.
 Reply to questions.
 Pronounce the given words a clean surrounding..
 Write out the given words related to classroom objects.
 Tell about the importance of a clean surrounding..
 Read for details.
 Evaluate the meanings of sentences.
 Produce 2-3 word sentences on their surroundings.

Competencies Language item/contents Learning strategies & resources Assessment

Listen and respond to the Learners use series of pictures about their surroundings.
given questions.
Unite 1 Keep the Surrounding
Clean Assess learners while
reading picture-words of
Pronounce words related Listen to a short text on class their surroundings.
to a clean surrounding. on their surrounding

Wormers:

Listen for specific

Would you please list down
things you have around your
information.
surrounding? Check if learners read the
given text aided by the
Pronounce key words in the pictures.

132 | P a g e
 listening text (E.g., clean, Learners read the short text aided by the pictures about their
surrounding, house, animals, surroundings
and etc.)
Reply to questions. Learners will use listening worksheets.
Listen to specific information
about their surrounding (E.g., Assess learners’ listening
Pronounce the given
animals, plants, and so on.) comprehension skills.
words on a clean
Use texts in combination with other facilities.
surrounding. Identify the main points of the
listening text

Speaking
 Learners use a list of picture-based things, animals
Asking and responding to
“what” question. and people in their surroundings.

Pronounce the given words on

about their surrounding
Write out the given  Discuss in pairs about the health importance of a
(environment)
words related to a clean clean surrounding. .
surrounding Tell to your partners about
things, animals and people exist
in your area?

Write the names of things,

animals and people as their
pictures are displayed.

Describe the animal they Tell about the health Assess students when they
importance of clean a clean  Learners will be given a list of sentence texts to discuss in pairs.
have heard in the story.
surrounding. check them. .
 Identify the major themes.
Is your surrounding clean?
Pronounce the given Why?
words
Reading Adequate list of words-related to keeping the surrounding

133 | P a g e
 Read a short fairy story. clean. .

Describe the animals they have They should be given the pictures of a clean environment.
heard in the story.
Test if learners pronounce
They will also use videos of the classroom objects. and understand the given
Tell the major ideas of the
Read for specific words.
story.
information
Vocabulary The sentences have to be given to the learners a day before a
Pronounce words related to class.
keeping the surrounding clean.

Read for details. Use pictures and write the

names of animals

Grammar: Scrambled letters to form words. They will be to assisted to

Write the names of Examine whether students
Guess meanings of sentences unscrambled it and form conventional words of classroom
picture words. can write a paragraph of 2-3
containing a list of keeping the objects. related sentences on how
surrounding clean. he/she keeps clean her/his
surroundings.
Teacher: Is your house clean?

134 | P a g e
 Unit 9: Respecting each other/Mutual Respect
Learning outcomes: At the end of this unit, learners will be able to:

 Describe colors and symbols;

 Discuss issues with their partners;
 Read and do comprehension questions;
 Use the simple present tense to talk/write general truth;
 To use new vocabularies to produce their own sentences; and
 Write correct simple sentences

Competencies Language item/contents Learning strategies & resources Assessment

UNIT 9 :Respecting Each Listening Teacher checks if learners listen to

Other/Mutual Respect and comprehend a text.
Listen to a song by  Have students work as a class or in small groups to
native speakers, Listening brainstorm responses to the question, what does "respect"
understand it and sing mean to me? Will they mention the "Golden Rule" -- treat
together. Listening to a text about others the way you would like to be treated -- as a simple
respecting each other. definition of the word?
 Listen to the song "It's called respect" by the Fearless
Lions go to
http://www.youtube.com/watch?v=uO7iuT. Then,
Develop life skills ask learners to listen to the song and try to sing with the
(respect). kids in the video. Teacher helps on this.
Speaking
 Learners tell how they respect their family, friends,
teachers, etc.to the class. Teacher scaffolds the learners’
effort.
Reading
 Learners read a short passage on mutual respect and
Speak to audience. Speaking
answer questions related to the passage (teacher follows
asking and answering about
the pre, while and post reading phases in teaching reading.
how to respect our
 Learners match real world situations with respectful and

135 | P a g e
 parent/teacher? disrespectful actions. Teacher teaches aspects of respect / Teacher checks whether learners
social skills including being respectful with your tone and talk with a flow and encourage
Reading volume, respecting yourself, being kind even when you're them to do so.
upset.
Reading a text about the use of
mutual respect and do Vocabulary
comprehension questions.
 Have students make a list of synonyms for the
word respect. For example, value, appreciate, admire, Teacher gives a reading quiz and
praise, etc. provide feedback.
Grammar
Write sentences using Vocabulary Getting
the new words the The simple future tense
meaning of vocabulary words
learn. using the context from the Teacher teaches the future tense in context and asks learners
listening and reading texts. to fill the blank space with appropriate verb forms (E.g. I will- Teacher checks whether learners
-------- my parents.) match appropriately and assist
them to do so.
Writing
Grammar Future
tense__ to express what Teacher provides learners with example sentences related to
learners will do in connection mutual respect and asks learners to write 6 sentences of their Teacher checks learners’
with respecting each other own about self-respect. synonyms and encourages them to
search for more using a dictionary.
Example: I will….my parents.
Talk/write about the
future.
Teacher provides a pop quiz on the
Writing contextual use of simple future
tense.
write 6 sentences about the
features of respecting others
Write sentences on
new topics. Teacher corrects students’
sentences and provides systematic
feedback.

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 English Language Syllabus for Grade 4

Unit One: People and their work (16 periods)

Learning outcomes: At the end of this unit, learners will be able to:
 Listen to a passage and complete information accordingly.
 Explain what people do in their home and work place.
 Give contextual meaning for the new words in the text.
 Locate the right place of things using prepositions.
 Comprehend the main idea in the reading text.
 Complete sentences/ text using the correct words
 Write short and simple sentences about people and their work.
 Describe how one can get a place

Competencies Language Items/Content Learning Strategies & Resources Assessment

 Listen to someone’s speech Listening : - Pre-listening activities  Background Knowledge
and react accordingly.  Listening to the text  Students look at the title of a listening text and predict Probe: Short, simple
questionnaires prepared
 Jobs what the text will be about.
by the teacher for use at
 Listen to instructions and  Listening activities (pre-,  Students listen to a text and answer comprehension the beginning of a new
react accordingly while-, and post-) questions. lesson or at the start of
 Inferring new words ;  Students can express their ambition: Eg. new units or topics; can
What do you want to be? also serve as a pretest
listening for gist and specific
I want to be a…  Pro and Con Grid:
information
Why do you want to be a….? Students list pros/cons,
 Listen and respond to  Listening comprehension
Do you want to be a…? costs/benefits,
personal questions.  listening and speaking advantages/disadvantage
Yes
 Dictation; s of the issue, question,
- While-listening activities
 Fluency and pronunciation or value of the listening
 Students listen to a text and respond to comprehension text
 Listen to a text and answer  Questioning and answering
questions.
comprehension questions
 Students answer questions while listening the text.
 Oral/ aural activities to
- Post- listening activities check students
 Ask students questions that enable them to comprehend performance in locating
the message of the text or to sum up the main idea of the places

137 | P a g e
 text
 Listen to descriptions Speaking:  Students work in pairs and take turns talking about what  Check if students are
about people, objects, people are doing in different pictures able to show directions
activities, animals and  using the prepositions
 Talking about the main Students interview each other and describe their friends to
(next to/opposite /
places and answer other students
questions/match picture/ topic (Directions and behind/ in front of/ at
 Create a conversation situation related to the intended lesson.
 Listen to dialogues/ short the/ near to…
places) St. A. Good morning
passages and stories and St. B. Good morning
fill tables/forms, match  Conversation / dialogue St. A. Where do you live?
pictures, answer questions St. B. I live in…  Check and give feedback
 Questioning, answering
 Ask where people live and St. A. Can you tell me where the school is? on their work while
what they do and responding; St. B. The school is next to/opposite / behind/ in front of/ comprehending the
 Ask for and give at the/ near to… reading passage.
information  Fluency and
- Question and answers to complete the missing information.
 Ask for and give basic pronunciation E.g.
directions of places. A. What is your name?  Observes and record if
 use social expressions B. My Name is…… students can complete
correctly A …. the reading activities
 Word Journal: Involves
Reading: - Pre-reading activity a 2 part response; 1st the
 Reading Text (People and  Students look at a picture and predict what the text will student summarizes the
their Work) be about. given text in a single
 Students look at the title of a text and predict what the word and 2nd the student
 Comprehension text will be about writes a short paragraph
 Fluency  Students read parts of a text and ask themselves question explaining the word
about why or how things happen in the manner they do. choice
 Predict what a passage will be  Reading for gist and specific  Students read texts and answer comprehension questions
about from the illustration(s) or information  Provide some introductory questions or pictures related to
the title the reading passage (People and their work). These
activities can be done individually or in pair.  Check and give feedback
 Listen to instructions and react for students’ work
accordingly
While-reading activity
 Give while reading questions which enable the students
 Listen and respond to personal find the necessary information from the passage.  Give class work,
questions homework and provide
Post-reading activity constructive feedback.
 Read and arrange short  Provide post reading questions that enable students to tell
sentences about everyday the general concept / components/ parts of the passage.
activities in a logical order  Ask students to complete diagram/table referring from the
passage

138 | P a g e
 - Vocabulary - students use topic related vocabularies like: cashier,
 Contextual definition of carpenter, farmer, doctor, teacher, electrician,
cleaner, painter, policeman, soldier, etc
- Blend the sounds on the left new words; - Students infer the meanings of new words as used in
with the sounds on the right
- Complete simple and short
 Topic related words; the given passage.
Students complete an incomplete paragraph using
sentences using appropriate  Segmenting and blending given list of words.
words.
- Complete a text about people words The students should write some words that begin
and their work. with given initial letters and let them write sentences
- write the correct spelling of using the words. Like: br- and cl-
about 50 learned words
She cleans with a broom.
Grammar 
Definite and Indefinite Articles
 In English there are three articles: a, an, and the.
 Definite and Indefinite  Definite article
 the (before a singular or plural noun)
Articles  Indefinite article
 a (before a singular noun beginning with a consonant
 a, an, the
sound)
 an (before a singular noun beginning with a vowel
sound)
 Present Simple  There are certain situations in which a noun takes no
article.
 What people do;
 Use the simple present tense to talk about our current job.
 What people are  Order students to write short sentences about one’s own/family
(teacher, driver, etc) member’s job.
 Use Verb to be: am/is/are
 Verb to do: do/does
- Example: I am a teacher. He is an engineer.
- Explain usual practices of  Students complete guided paragraph using verbs
people. (including does/do) and read it for their colleagues.
- Explain continuous activities  Present continuous tense:  Ask students what they do at their home/school/ work
using progressive verbs.
place,… e.g.:
- Ask for and tell the quantity of  What people are doing
things  I practice speaking English.
now  He cleans the room.

139 | P a g e
  Quantifiers  They go to office.
 How do people go to …
 Many, one, much, all, She always goes to school ______________,
any, both, some  by car/bus/train/plane/air/bicycle
 on foot/ horseback
 Present continuous tense: I am waiting…. You/they/we are
waiting…… He/she/it is waiting …… We use the present
continuous tense to talk about things happening now
 Give students pictures of objects (countable and uncountable)
and explain the objects using many, one, much, all, any,
both, and some
- Students complete and develop paragraph. Like:
 Completing a guided paragraph,
 Describing activities from pictures with short sentences
(using verbs as frequent or continuous activity). E.g. she
cocks food.
- write short sentences about  Students write short sentences about what they want to be
personal details, objects, places, when they grow up. (Like :
animals I want to be a teacher.
- Complete a text about people English language is my favorite subject.
and their work. Writing I like to teach English language.
- Take dictation of words,  Paragraph completion  Students write sentences about family members’ jobs
phrases and short sentences  Punctuation under a given family tree.

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 Unit 2: Rainy Seasons (16 periods)

Learning outcomes: At the end of this unit, learners will be able to:
 Listen to a short paragraph about rainy seasons and reflect.
 Use common expressions for farming activities.
 Infer the main idea of a given text.
 Read passage about rainy seasons and answer questions related to it.
 Guess the meanings of bold words in the passage.
 Express daily activities of people at home and around.
 Pronounce words correctly.
 Write short and simple sentences.

Competencies Language Learning Strategies & Resources Assessment

Items/Content
 Listen to someone’s speech and react Listening: Pre-listening activities  Use peer and/ or self
accordingly.  Listening to the text  Students listen to the text and complete a table assessment methods to
 Activities in  Tell students discuss the questions before listening. check if students
 Listen to instructions and react the rainy  Provide students some questions that enable them to relate complete the pre-, while-
accordingly seasons their experience to the content of the text. e.g. , and post- listening
 Inferring new words  What do people do in the rainy seasons?
 Listen and respond to personal activities.
in the listening text;  What kinds of clothes do you wear during rainy
questions  listening for gist and seasons?
specific information While-listening activities
 Listening  Concept Maps: Students
 Ask where people live and what they  give students some engaging activities; such as:
comprehension  take notes about…as you listen, draw or diagram the
do
 listening and  Answer the questions while listening your teacher mental connections they
speaking ; reading the text. make between the major
 Questioning and Post- listening activities concept (rainy seasons)
answering
 take dictation of words, phrases and
 Dictation  Ask students questions that enable them to comprehend the and other concepts
short sentences message of the text or to sum up the main idea of the text (people’s activity during
this time) they have
 Listen to descriptions about people, Speaking Dialogue (question and answer); learned
objects, activities, animals and places  Conversation of  Creating conversation situation related to the intended
and answer questions/match picture/ two students in lesson.
 Talk about feelings and condition in the “Question and St. A. Hi! B?
St. B. Hi A. How are you?

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 rainy seasons (It is cold, foggy, cloudy, Answer” using St. A. I am fine; and you?  Oral Presentations
etc) topic related St. B. yah! I am fine. But I feel cold.  Invented (imaginary)
 Express activities of people at home and context St. A. Of course, I feel cold, too. But, I always wear a Dialogues: Students
thick jacket like this.
in the surrounding (weather/ cold/hot/) synthesize their
St. B. … (complete it or create another conversation
 Listen to dialogues/ short passages and  Asking permission using simple present in expressing home and knowledge of issues,
stories and fill tables/forms, match using ‘can’ surrounding activities considering the rainy personalities, and
pictures, answer questions seasons) historical periods into
 Ask for permission - Students ask for requests or permission and make dialogues the form of a carefully
 Make request. using ‘can…’ for permission and requests and act them out structured illustrative
in front of groups or the class.
 Greet each other and introduce conversation.
themselves using appropriate social  Observation and
expressions feedback
Reading: Pre-reading activity
 Provide some introductory questions related to the reading  Oral questions
 Reading text ‘Rainy passage (Rainy Seasons). These activities can be done
Seasons’ individually or in pair.  Observe and check
While-reading activity students’ Individual/
 Comprehension
 Give while reading questions which enable the students to pair/ group work
 Fluency find the necessary information from the passage.
 Question and answer  Students read an imaginary weather forecast accompanied by
pictures silently as the teacher reads it aloud; then students
 Predict what a passage will be about
point to the pictures
from the illustration(s) or the title  Record students’
 Read passage and tell the main idea. Post-reading activity
performance and give
 Read words, phrases and sentences  Provide post reading questions that enable students to
feedback
 read and arrange short sentences about tell the general concept / components/ parts of the
everyday activities in a logical order passage.
 Read short paragraphs and sentences  Students read a passage silently and check their answers
and retell the main details with the facts in the text

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 Vocabulary  Students use topic related words like foggy, sunny, rainy,
 Contextual definition dry, summer, winter, season, month, rain, etc.  Listen to their speaking
 Students complete diagram/table referring from the practice and give
of new words;
passage; find boldly written words and construct sentences feedback.
 Topic related words; with them.
 Segmenting and  Students can blend and segment words and write them in
their exercise book.
blending words  Tell students to read a text loud and help/guide them for
- Infer the meanings of words in fluency.
 Students match the descriptions with the words/phrases on  Check and give feedback
the reading passage.
the right. Like: for students’ work
- Read texts fluently.
 It is cloudy and cold … (rainy season)
Grammar  Teacher provides students examples of activities (in
 wh- question words questions and statements) that people practice at home and
(when, where, what, in the surrounding; such as:
how, who, why) What do you do in the kitchen?
 Pronoun (we, he, she,  Where do you cook?
they, them, her, him).  Give class work,
 Where do you wash?
 Present Simple homework and provide
 Where do you sleep?
 Present Continuous constructive feedback.
- The students could say:
 Possession
 I sleep at home.  Annotated
 Whose (object) is  She cocks food. (commendable)
that?  My father water in the garden. Portfolios: Students
 it’s mine/my  My family harvest crops. assemble a very limited
mother’s/hers/ his
 Simple Present (Verb to be) It’s sunny. = It is sunny. number of activities for
 Present Continuous (is/am/are + verb) It’s raining. = It their creative work and
is raining. supplement them with
 predictions based on the present situations clear commentary.
 be going to (am/is/are going to...) will be… will be
- Form questions using ‘Wh-’ words.
and be going to are used interchangeably.
- Construct complete simple sentences.
 Teacher teaches ‘whose (object) is that?’. Students use the
- Ask for permission
- Make request. pictures to ask and answer questions using ‘whose’.
 Students practise ‘whose’ by asking questions about objects

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 in the house/room and use table to list the names of objects

 write a paragraph of up to 5
Writing
short sentences on everyday  Students should gather information about someone’s or
 Writing short sentence
topics and descriptions  Guided activity their own daily routine activities and write short sentences.
 Complete sentences by filing in  Reading  Let students’ complete guided paragraph and read it for
the missing words.  Punctuation their colleagues.

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 Unit 3: Safety Drive (16 periods)

Learning outcomes: At the end of this unit, learners will be able to:

 Listen to a short paragraph about safety drive and reflect.

 Talk about safety drive and its importance for the wellbeing of a community.
 Use common expressions of suggestions and recommendations
 Use likes and dislikes (prefer X to Y) in their daily involvement.
 Infer the main idea of a given text.
 Read passage about safety drive and answer questions related to it.
 Guess the meanings of bold words in the passage.
 Give and receive instructions.
 Express activities that people do frequently.
 Use regular and irregular plurals for their daily activity.
 Express what students are able to do or unable to do.
 Use definite and indefinite articles.
 Write short and simple sentences.

Competencies Language Learning Strategies & Resources Assessment

Items/Content
 Listen to someone’s speech and Listening Pre-listening activities  Use peer and /or
react accordingly.  Listening to the text  Looking at the title of the listening text, students could predict the assessment methods
main idea of the text and share their predictions with the whole to check if students
 ‘Crossing
 Talk about Crossing highways and class. complete the pre-,
highways’
related activities.  Provide some questions that enable them to relate their experience while-, and post-
 Inferring new words to the content of the text. e.g. listening activities.
;  Is there any highway on the way to your school?  Dictations: with this
 listening for gist and  If yes, how do you cross it? activity, the teacher
 Listen to instructions and react  What do you recommend people to cross a busy road? can easily evaluate
specific information
accordingly students listening
 Listening While-listening activities
skill by selecting
 Listen to the listening text as the teacher reads.
 Listen and respond to personal comprehension couple of words and
questions  Dictation;  Check if the students’ predictions are correct.
then calling the
 Ask some more questions which assist students to understand the
 Fluency and words one by one
message of the text in the mean time. and repeating the
pronunciation 
 Ask where people live and what Students should compare their answers words.
they do  Questioning and Post- listening activities

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 answering  In small groups, students need to discuss the post-listening
questions.  Teacher should use
 Ask students questions that enable them to comprehend the oral reflection to
check if students
message of the text or to sum up the main idea of the text. complete the while-
and post listening
 Listen to descriptions about people, Speaking: - Let students look at the given picture with a partner. Ask and answer
activities
objects, activities, animals and places  Questions and questions about what people are doing in the picture (people’s
and answer questions/match picture/ experience in a highway).
answers in a - Create conversation situation related to the intended lesson.  Back-to-back
dialogue on St. A. Hi! How are you? Interviews/
 Listen to dialogues/ short passages St. B. I am fine and You? discussion: with
and stories and fill tables/forms, people’s this activity, the
St. A. May I ask some questions?
match pictures, answer questions experience in a St. B. About what? teacher has the
St. A. I want your advice in crossing the highway on the way opportunity to
highway evaluate two
to our village/ school?
students at the same
 should/ shouldn’t; St. B. Oh! How wonderful you are!
St. A….(Complete using ‘should/ shouldn’t’) time.
 ‘can/ can’t’  We use should/shouldn’t for giving advice to do something or not
 Observe and check
 Excuse me to do it.
their work
 We use can and can’t to talk about what we can and can’t do
 Please can I….?  Use ‘Human
(general ability) Tableau or Class
 students express their ability and inability using ‘can/ can’t’ Modeling:’
 Students use ‘Excuse me…’ to express ideas politely. (E.g. Excuse Students transform
me, teacher. May/ can I …?) and apply their
 Students practice saying words/ sentences orally after the teacher learning into doing
(e.g. re-reading the listening passage after the teacher does). by physically
modeling a process
Reading: Pre-reading activity or representing an
 image (E.g. making
 Reading Create a picture related to the context of the passage (Safety
a model road in the
Drive) and let students predict what is happening.
text: Safety  Students read a text and answer questions
classroom and
demonstrate how
Drive - While-reading activity
people should
- Predict what a passage will be about  Reading  Read the text silently and answer the questions that follow.
manage crossing a
from the illustration(s) or the title
Comprehens  Give while reading questions which enable the students to find busy road).
- Read passage and tell the main idea.
the necessary information from the passage.
- Read sentences about pictures and ion
put the pictures in the correct - Post-reading activity
sequence  Fluency  In pairs discuss safety drive and provide post reading

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  Question and questions that enable students to tell the general concept
answer / components/ parts of the passage.
 Observes and
 Reading for gist record if students
and specific can complete the
reading activities
information
- Vocabulary - Students use topic related words like drive, safety,
 Contextual traffic, policeman, road, accident, cross, highway, walk,
definition of new speed, careful, etc.
- Teacher recycles thematic words and students match  Check and give
words; words with their synonyms and definitions. feedback for
- students complete a text by filling in the blank spaces students’ work
 Topic related
with the correct words(Cloze vocabulary activity)
words; - Ask students to complete diagram/table referring from
the passage;  Observe and Check
- Select the new and boldly written words in the reading students if they are
passage and use the words to construct sentences able to perform the
instruction and give
- Infer the meanings of words - Teacher can tell students to match the words from the right response in
from the reading passage. Column A with their opposites in column B; Write the physical activities
- Match words with matching words in their exercise book and Write
descriptions sentences in their exercise book using the words in
Column A.  Give class work,
- Express one’s own or people’s - Grammar homework and
 Students express about events happening frequently; such as: provide
activity done frequently.  Simple Present
 I always wash my hands. constructive
Tense  We usually go to school. feedback.
 She often goes to market.
 Ask students what they frequently do and the teacher need to assist
them while practicing.
 Teacher provides the students with examples of sentences created
with (Regular/irregular plurals) and give emphasis for articles
 Regular/ (a/an/the)
- Express their preferences  Form small groups (3 to 4 students together) and let them discuss
irregular plurals activities and finally produce 3 to 5 sentences each using (Regular/
irregular plurals) and give emphasis for articles (a/an/the).
 Teacher teaches the students to make their preference using Like /

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 don’t like / prefer X to Y.
- Ask and answer about what they  Teacher talks about what he/she likes and students point to these
want, do not want to do items in pictures.
- Express what they regularly do and
 Likes and  Students ask and answer questions about the type of means of
what they like and dislike. transport they want to travel in.
dislikes
 Students compare preferences with ‘too’ and ‘either’. One student
e.g. would like / ‘d like says ‘I like mule/ horse/ Bajaj/ Taxi (minibus)/ bus/), etc.
 Students talk about the type of transport they use in their own
 Prefer … to… certain days.
 Looking at a given picture of a traffic movement, students can
make dialogue with the guidance and facilitation of the teacher.
 students describe the pictures.
Example
Student A: What are the students doing?
Student B: They are playing football on the side of the main road.
Student A:…..
- Specifying
 Specify quantities to count or measure things using numbers or
quantity units (revision from the previous unit)
- Specify quantities using numbers
and/ or units. e.g. two cokes, three  Teacher can teach instructions using movement verbs by
cakes introducing a game where s/he gives instruction for students to
follow. E.g.
 Instruction  Touch your head,
- Give and follow instructions to (Imperatives)  Raise your arm,
complete actions.  Bend your leg,
And also the teacher could say
- Give positive and negative  Don’t touch your head (anyone who does it will be out of
commands the game) and let students play the game in group
 Teacher gives instruction using imperatives and ‘should’ and
students respond physically.
 Students should be provided class work/ home work to complete a
guided paragraph.
 Read sentences about pictures and  Students look at the picture of people in the middle and around the
put the pictures in the correct Writing high way and create sentences about what the people are doing?
sequence  Writing short E.g.
 Write a complete paragraph using sentence  A person stands on the roadside.
guidance.  Guided activity  A man and a woman are talking together.
 Punctuation  Three students …

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 Unit 4: Soil (16 periods)

Learning outcomes: At the end of this unit, learners will be able to:
 Listen to a short paragraph about the types and importance of soil and reflect.
 Talk about types and importance of soil.
 Participate in dialogue (social expressions).
 Infer the main idea of the text.
 Read a passage about the type and importance of soil and answer questions related to it.
 Guess the meanings of boldly written words in the passage.
 Use prepositions in sentences.
 Pronounce words and phrases fluently.
 Use contracted forms of words in sentence.
 Write short and simple sentences.

Competencies Language Learning Strategies & Resources Assessment

Items/Content
 Listen to someone’s speech and Listening Pre-listening activities  Use peer and/or self
react accordingly.  Listening to the text  Students listen to a story and answer questions assessment methods to
‘Soil Protection’  Students work in small groups and talk about soil. e.g. check if students
 Listen to instructions and react  Inferring new words ;  Types and importance of soil. complete the pre-, while-
accordingly  , and post- listening
 listening for gist and How do people protect soil erosion?
activities.
 Infer the meaning of new words.
 Listen and respond to personal specific information  Classroom Opinion Polls
 Listening comprehension While-listening activities (survey): Students
questions
 Students copy a given table into their exercise book.
 Dictation; indicate degree of
Complete the table while their teacher reads. agreement or
 Fluency and 
 Ask where people live and what The teacher reads the passage and students can complete disagreement with a
they do pronunciation while-listening the text. statement
 Questioning and Post- listening activities
answering  Students can tell the general concept of the listening passage.  Use oral reflection upon
 Comprehend the content of a given the completion of the
text. activities

 Participate in a dialogue actively. Speaking: - The teacher produces a conversation about the importance/
 Listen to descriptions about people,  Questions and answers pollution/ protection of soil and let two students read it. E.g.
objects, activities, animals and A. Good afternoon, my friend?
places and answer questions/match in a dialogue: On soil B. Good afternoon.

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 picture/ pollution/importance/ A. How are you, friend?
B. I am fine and you?
protection
A. I am also fine. Why do you look worried?
 Listen to dialogues/ short passages  Listening and responding B. You are right. I am somewhat worried about soil  Observe and check their
and stories and fill tables/forms, pollution. work
match pictures, answer questions to…
A. Oh, yes! Soil pollution is one of the biggest problems in
our area. It is being polluted day by day.
B. You are absolutely right. This polluted soil causes much
harm to us.
A. Exactly! But what are you thinking about its
consequences?
B. ….
 Students can practice with own time and in pairs.
- Reading: Soil - Pre-reading activity
 Reading  Provide some introductory questions related to the reading
Comprehension passage (Soil). These activities can be done individually or  Observe and give
- Predict what a passage will be in pair. feedback when students
about from the illustration(s)  Fluency - While-reading activity complete the reading
or the title  Question and  Give while reading questions which enable the students to activities
- Read passage and tell the find the necessary information from the passage.
main idea. answer - Post-reading activity
 Provide post reading questions that enable students to tell
- Comprehend the content of a  Reading for gist
the general concept /components/ parts of the passage.
given text. and specific  Ask students to complete diagram/table referring from the
- Read words and sentences passage; find boldly written words and construct sentences
information
fluently. with them.
- Vocabulary  Students use topic related words like soil, plant, tree, stone,
 Contextual definition of pollution, protection, conservation, etc.
 Teacher recycles thematic words and students construct
new words; sentences with the words
 Topic related words;  Students match words with their definitions
 Listen to the teacher while reading story with fluency. Then,
repeat the parts after the teacher.
- Infer the meanings of words  Select the new and boldly written words in the reading
in a reading passage. passage and use the words to construct sentences
Grammar - Prepositions and adverbs:
- Express their idea using Fill in the gaps of sentences from the given list. (at, by, in, into,
different forms of sentences  Prepositions of, off, on, out (of), to, under, with) E.g.
(interrogative and negative  at, by, in, into,  I'm going to Bath . . . Monday . . . Tom.

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 forms). of, off, on, out  Would you like to come . . . us?
(of), to, under,  Are you going . . . bus?
with  No, we're going . . . Dawit's car.
 Contracted forms of E.g. Negative sentences with contracted forms.
sentences
 Is it your bed room?  Give class work,
 Using ‘Wh-’ questions
 No, it isn’t. homework and provide
 when, where,  It doesn’t have a television constructive feedback.
what, how,  It doesn’t have a bath
who, why  I am not (I’m not) working. =I’m not working.
 He (she, it) is not (isn’t) working.= He /she/ it isn’t
working.
 We are not (aren’t) working.= We aren’t working.
 You are not (aren’t) working. = You aren’t working.
 They are not (aren’t) working. = They aren’t working.
 Write the correct wh- question words (when, where, what,
how, who, why) and fill in gaps.
Writing
- Rewrite short stories using  Writing short sentence  Writing a story based on the correct order of pictures (e.g.
pictures and guidance.  Guided activity about how people polluting or using soil).
 Punctuation  Complete guided paragraph and read it for colleagues.

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 Unit 5: Vegetables (16 periods)

Learning outcomes: At the end of this unit, learners will be able to:

 Listen to a short paragraph about the types and importance of vegetables and reflect.
 Talk about types and importance of vegetables.
 Participate in dialogue (social expressions).
 Infer the main idea of a given text.
 Read a passage about the type and importance of vegetables and answer questions related to it.
 Guess the meanings of bold words in the passage.
 Ask and give answers for questions during conversation.
 Use Contracted forms of sentences in writing.
 Pronounce words correctly.
 Write short and simple sentences.

Competencies Language Learning Strategies & Resources Assessment

Items/Content
 Listen to someone’s speech and Listening Pre-listening activities - Use peer and / or self
react accordingly. - Listening to the  Provide some questions that enable them explore their assessment methods to
immediate environment and talk about similar events and check if students complete
 Listen to instructions and react text the pre-, while-, and post-
make the content of the text contextual. e.g.
accordingly ‘Types and  Can you name some types of vegetables grown in listening activities.
your area?’ - Question and answers
importance of
 Listen and respond to personal  Explain some importance of vegetables.
questions vegetables’
- Inferring new words ;
While-listening activities
 Students listen as the teacher reads a story titled - Use double-entry
- listening for gist and
 Ask what people usually eat. “Vegetables.” Journals: Students record
specific information  As they listen, check if all of the vegetables are there on and respond to significant
- Listening the list they wrote.
 Listen and comprehend a listening passages of text
text.
comprehension  Add the vegetables that are not on the list, but are named
 - Dictation; in the story.
- Fluency and  Copy the table into their exercise book. Listen to their
pronunciation teacher read the text. Then, complete the table.
- Questioning and - Post- listening activities - Use oral reflection upon
answering  Students comprehend the message of the text or the completion of the
activities
sum up the main idea of the text

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  Give some post-reading activities which enable
the students to recall and understand the concept - Interest/Knowledge/Skills
Checklists: Students
of the passage in general and to infer the complete a checklist
meaning of new words. E.g. survey to indicate their
 Work in groups and discuss the knowledge, skills and
meaning of the saying, “An apple a day interest in various
contents/lessons or topics
keeps the doctor away.
 Involve in a role play and make Speaking : - Creating conversation situation related to the intended lesson.
conversation - Questions and - Read the dialogue silently as the teacher reads it aloud.
 Listen to descriptions about Waiter: What would you like to eat?
people, objects, activities, answers in a Customer: I’d like spicy mutton stew with injera.
animals and places and answer Waiter: I’m sorry; we don’t have spicy mutton stew.
questions/match picture/
dialogue: In a Would you like fried mutton?
Restaurant Customer: Yes, please.
Waiter:…. - Oral reflection and
 Listen to dialogues/ short
 Read the dialogue with a partner. Take turns being the feedback
passages and stories and fill
waiter and customer. Then, complete the dialogue using the
tables/forms, match pictures,
context of the topic (Vegitables).
answer questions
 Work with a partner and write a similar dialogue using the
given information in the book. Then act out the written - Check and give feedback
dialogue. for students’ work
 Students practice with own time and in pairs.
Reading - Pre-reading activity
- Record and provide
 Students answer some introductory questions related to the
descriptive feedback for
 Comprehension reading passage (Healthy Eating). These activities can be
answers to the questions.
done individually or in pair.
 Fluency
 Work in groups. Take turns reading and solving the riddle.
 Question and E.g.
answer I am green or red, spicy and hot.
I am in the vegetable group.
 Predict what a passage will be about  Reading for gist
What am I?
from the illustration(s) or the title and specific
 Read passage and tell the main idea. While-reading activity
 Read a paragraph fluently. information  Give while reading questions which enable the students to
 Read sentences about pictures and find the necessary information from the passage. E.g.
put the pictures in the correct  What foods will help us to be healthy?
sequence Post-reading activity

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  Provide post reading questions that enable students to tell
the general concept / components/ parts of the passage.
 In a group, discuss the questions. E.g.
 What staple foods do you eat in your family?
 Listen as the teacher reads “Healthy Eating” aloud. Pay
attention to the teacher’s fluency. Then, take turns fluently - Observe, check and give
reading parts of it. feedback when students
Vocabulary  Students use topic related words like healthy, eating, complete the reading
activities
 Contextual definition of vegetables, fruits, disease, prevent, etc.
new words;  Students complete diagram/table referring from the
 Topic related words; passage; find boldly written words and construct sentences
with them.
- Infer the meanings of words in a  Students use a given Word Bank and match each word with
reading passage. the correct picture by writing the word next to the matching
- letter.
- Check and give feedback
- Explain things that they like and - Grammar  Put the pictures into two groups: Vegetables or for students’ work
dislike.  I like…. So do I Fruits. Then, students can talk in the context of - Goal Ranking and
liking and disliking. Matching: Students list
- Construct complete simple
sentences.
 I like…. So do I and prioritize 3 to 5 things
they like / dislike
 I like it too
 I don’t like it either
 But I like it.
-
Study the dialogues and complete
them with the correct form of do
or don’t. Compare answers with a
partner.
1. Student A: Do you like cabbage?
Student B: Yes, I like it very much. - Give class work,
homework and provide
Student A: So _____ I. constructive feedback.

 Imperative 2. Student A: Does your sister like oranges?

Student B: She likes them very much.
Student A: So _____ my sister.
- Compare things in accordance to
their height, weight, etc.  Imperative Use the base form of the verb (imperative) to

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  Comparative Degree give instructions. Example:
 mix salt and water
- Use contracted forms of words and  Stir the mixture with a spoon…..
pronounce accordingly.
- Comparing things
 Full and Contracted
_____ is taller than _____.
form
_____ is shorter than _____.
Full form Contracted
form
- Peer assessment
they have they've
we have we've
- you have you've
has not hasn't
had not hadn't
o Order students to write sentences describing comparison of
things referring from a given picture
o Let students write sentences of like and dislike; agreements
/ disagreements. E.g.
o I like bananas. I don’t like bananas.
o I don’t like mangoes. ________
Writing
 Writing short sentence
- Write complete sentences using  Guided activity  Students write a dialogue about what they like and
pictures and guidance.  Reading dislike and use correct punctuation.
 Punctuation  Then, read the dialogue to, or with, a partner.

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 Unit 6: Clean Water (16 periods)

Learning outcomes: At the end of this unit, learners will be able to:

 Listen to a short paragraph about the importance of clean water and reflect.
 Talk about the importance of water.
 Participate in dialogue (social expressions- Telling Time and using numbers).
 Infer the main idea of a given text.
 Read a passage about Importance of clean water and answer questions related to it.
 Guess the meanings of bold words in the passage.
 Use action verbs and linking verbs according to their functions.
 Write short and simple sentences.

Competencies Language Learning Strategies & Resources Assessment

Items/Content
 Listen to someone’s speech and Listening Pre-listening activities - Chain Notes: On an
react accordingly. - Listening to the text  Students answer some questions that enable them explore index card that is
 Listen to instructions and react ‘Importance of Water’ their immediate environment about the stated topic distributed in advance,
accordingly - Inferring new words ; (Importance of Water). e.g. each student responds to
 Listen and respond to personal - listening for gist and  How often do you drink water? an open-ended prompt
questions specific information  What is the importance of water? about his or her mental
 Ask people how often they - Listening comprehension While-listening activities activity that is answered
- Dictation; in less than a minute.
drink water.  Students complete exercises while-listening the text.
 Describe the importance, types - Fluency and - Use peer and / or self
pronunciation
Post- listening activities assessment methods to
and features of things (such as

Students comprehend the message of the text and check if students
water). - Questioning and
summarize the main idea of the text
answering complete the pre-, while-
 Students reflect what they listen. , and post- listening
 Listen to descriptions about people, Speaking: conversation - Students make conversation related to the intended topic and activities.
objects, activities, animals and on : perform with friends. E.g.
places and answer questions/match A: Hello B! How are you?
 Water pollution B: I am fine. What about you?
picture/
 Telling the Time A: I am fine too. But I am somewhat worried about water
 Listen to dialogues/ short passages and Using Numbers pollution.
and stories and fill tables/forms, B: Yes, it is very alarming that the water canals, rivers, and
match pictures, answer questions tanks is getting polluted day by day.
A: Exactly! This polluted water causes much harm to us. - Use oral reflection and
B: But man is mainly responsible for water pollution. They give feedback upon the

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 Tell time correctly (e.g. half past pollute water by throwing waste into it. completion of the
three). A: Yes, farmers also use chemical fertilizers and activities
 insecticides in their fields. Rain and floods wash away
some of the chemicals.
B: Right you are. And these chemical fertilizers and
insecticides get mixed with the water of canals, ponds,
and rivers, and thus pollute water
 Teacher provides model speech and students repeat: (telling
time e.g. half past three.)
 Students practice with own time and in pairs.
- Reading : Clean - Pre-reading activity
Water  Provide some introductory questions related to
the reading passage (Clean Water). These
 Comprehension activities can be done individually or in pair. - Listen to the dialogue
- While-reading activity and correct the fluency
 Fluency as well as assist them in
 Students skim and/ or scan the passage for the the meantime
 Question and gist.
 Students answer questions and find the necessary
answer
information from the passage.
- Predict what a passage will be  Reading for gist - Post-reading activity
about from the illustration(s)  Students tell the general concept / components/ - Observe and check their
and specific
or the title parts of the passage. work
- Read short paragraphs and information  Students work together and complete
sentences and retell the main diagram/table referring from the passage; find
details boldly written words and construct sentences
- Read words, phrases and with them.
sentences fluently. - Listen as the teacher reads “Healthy Eating”
- aloud. Pay attention to the teacher’s fluency.
Then, take turns fluently reading parts of it.
Vocabulary  Students use topic related words like clean, dirty, water,
 Contextual definition of drink, disease, importance, etc.
 Infer the meanings of words in the
new words;
 Students select the new boldly written words or words
reading passage. which may be difficult for them to use in the reading
 Apply new words in context.  Topic related words; passage and use the words to construct sentences, to fill
gaps, to complete diagrams and tables accordingly.

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 Grammar Do and does:
 Simple Present  Use ‘do’ with I, You, We and They.
Tense  ‘Does’ is used with He, She and It.
 verb: do  I do ..... They do .... He does ........
- Ask and answer questions about
everyday activities, animals or o I/we/you/they  Students use the auxiliary verbs do and does to ask
scenes do … He/she/it questions and make negative statements. - Observes, check and
does... give feedback when
 action verbs  A verb is a word that describes an action, an
event or a state. students complete the
 It tells you what the subject of a sentence is reading activities
doing. The verbs (like those in the verb list
below) are usually the main words in a sentence
 Adverbs of and without them a sentence is incomplete.
Frequency  Verbs are typically used after a noun or a
 Words (Nouns) pronoun. The nouns or pronouns in such cases are
referred to as subjects.
- Construct complete simple ending in the letters s,
 Students use action verbs to express activities and
sentences. ss, sh, z, x or ch
performances accordingly. E.g.
 I always drink clean water.
 Students express actions or events happened
frequently. E.g. s/he usually cleans the house.
- Give class work,
 Nouns ends in the letters s, ss, sh, z, x or ch the homework and provide
- Express actions and events with letters es are added to make the noun plural. constructive feedback.
proper adverbs of frequency.  noun ends in a consonant +y the y changes +ies
(country = countries)
- Make nouns plural recognizing the  Some nouns are irregular Example: man= men child=
nature of ending letters (s, ss, sh, z, children
x or ch, y, etc)
Writing
- Write complete sentences using  Writing short sentence - Students write short paragraph about the importance of
pictures and/ or guidance.  Guided activity water and how we can keep water clean with proper
 Punctuation punctuation.

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 Unit 7: My Country (16 periods)

Learning outcomes: At the end of this unit, learners will be able to:

 Listen to a short paragraph about some famous people in Ethiopia and reflect.
 Talk about famous people they know.
 Participate in dialogue (social expressions).
 Infer the main idea of a given text.
 Read a passage about My Country and answer questions related to it.
 Guess the meanings of new boldly written words in the passage.
 Use linking verbs accordingly.
 Write short and simple sentences.

Competencies Language Items/Content Learning Strategies & Resources Assessment

 Listen to someone’s speech and Listening : Let students engage in the listening activities by: - Use peer and /or self
react accordingly. - Listening to the text Pre-listening activities assessment methods to
‘Famous People in  Students can answer the pre-listening activities. Like: check if students
 Listen to instructions and react Ethiopia’  What does the word ‘Famous’ mean? complete the pre-, while-
accordingly  Do you know any famous person in your area? , and post- listening
- Inferring new words ; activities.
 What makes them ‘Famous’?
 Listen and respond to personal - listening for gist and
specific information
While-listening activities
questions  The teacher reads the passage and gives students
- Listening comprehension exercises to be completed while listening the text.
 Talk about Famous People in - Dictation;
Post- listening activities
Ethiopia and related events. - Fluency and - Use oral reflection and
 Ask students questions that enable them to comprehend give feedback upon the
pronunciation the message of the text or to sum up the main idea of completion of the
- Questioning and the text activities
answering  Give some post-reading activities which enable the - RSQC2 (Recall,
students to recall and understand the concept of the Summarize, Question,
passage in general and to infer the meaning of new Connect and Comment):
words. Students write brief
- Use different expressions in asking Speaking: statements that recall,
people how they are doing in a - Questions and answers on summarize, question,
- Students can practice several ways of asking people how connect and comment on
typical conversation (How are you?
/ How are you doing?). Famous People in Ethiopia they are doing. E.g. meaningful points from
and also: previous class
- Listen to descriptions about people,

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 objects, activities, animals and places - Practicing several ways of  How are you? / How are you doing?
and answer questions/match picture/ (Neutral)
asking people how they are
 How’s it going?
doing (More informal)
- Listen to dialogues/ short passages  How are things?
and stories and fill tables/forms, - Telling the time and using
(Informal)
match pictures, answer questions numbers  What’s up?
- Dialogue: (Very informal)
 Students use these ways of expressions when an answer
is not really required.
 Students practice, instead, a simple answer and a “how
are you” in return for a typical conversation in English: - Check and give feedback
 I’m well. How are you? for students’ work
 It’s going well, thank you. How are you doing?
 Fine, thanks. And yourself?
- Students practice conversation in pair about the main
topic (Famous People in Ethiopia). E.g.
St. A. Hello B! How are you?
St. B: I am fine. What about you?
St. A: I am fine too. What are you doing?
St. B: I am doing my home work.
St. A: What is your home work about?
St. B: It is about famous people in Ethiopia,
St. A: Wow! What an interesting work it is!
St. B: …
- Teacher provides model speech and students repeat in
pair and their own time.
 Predict what a passage will be about
- Reading: My - Pre-reading activity
from the illustration(s) or the title Country  Provide some introductory questions related to the
 Read passage and tell the main idea. reading passage (My Country) and then, students react
 Read sentences about pictures and  Comprehension accordingly. These activities can be done individually or
put the pictures in the correct in pair.
sequence  Fluency - While-reading activity
 Students perform the while reading questions which
 Question and enable them to find the necessary information from the
passage.
answer  Students use skimming and scanning technique for gist.
- Post-reading activity
 Reading for gist and
 Students complete diagram/table referring from the

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 specific information passage; find boldly written words and define
 Read words, phrases and sentences contextually.
fluently.  Repeat reading a text after the teacher. Pay attention to
fluency modeling the teacher’s reading.

Vocabulary  Students use topic related words like country, world,

 Contextual definition of new flag, proud, live, abroad, foreign, my, yours, theirs, etc
 While reading the reading text, students can list out - Observe, check and give
words; difficult and the new boldly written words and use them feedback when students
complete the reading
Infer the meanings of words  Topic related words;
to construct sentences
-  Students match the selected words with their contextual activities
in a reading passage. meanings, use to complete sentences and diagrams, fill
gaps, etc
 Grammar  Students use linking verbs in their contextual
functions for their daily expressions. Like:
 Verbs
 I am /was /look/become (a/an) …
 Linking verbs
 We/ they/ are /were/ look/ become …
 You are/ were/look / become (a/an)…
 Use linking verbs in accordance to  s/he/it is/was/ looks/ becomes (a/an)/
their functions.  It smells/ seems/ tests … - Give class work,
 etc homework and provide
constructive feedback.
 Prepositions of Time Prepositions of Time and place
and place
 at - for specific or particular time (and/or place)
 at ,on ,in
 on - for days and particular dates (and/or place)
 Express time and place using  in - for months and year (and/or place)
correct prepositions (at, on, in).
 Students write short paragraph about ‘Famous
Writing People’ they know using proper punctuation marks.
 Writing short sentence  Students complete guided paragraph and read it for
 Write complete sentences and  Guided activity their colleagues.
paragraph using pictures and/ or  Reading  The teacher needs to assist them while they are
guidance.  Punctuation doing.

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 Unit 8: Health and safety (16 periods)

Learning outcomes: At the end of this unit, learners will be able to:

 Listen to a short paragraph about waste management and reflect.

 Talk about waste management and related issues.
 Participate in dialogue (social expressions).
 Infer the main idea of a given text.
 Read a passage about waste disposal and answer questions related to it.
 Guess the meanings of new words in the passage.
 Use auxiliary and helping verbs accordingly.
 Write short and simple sentences.

Competencies Language Items/Content Learning Strategies & Resources Assessment

 Listen to someone’s speech and Listening Pre-listening activities - Use peer and /or
react accordingly. - Listening to the text  Students discus in pair/group and answer questions and estimate self assessment
‘Cleaning our pictures related to the listening text. e.g. methods to check
 Listen to instructions and react Environment’  What do your family members do to keep the environment if students
accordingly clean? complete the pre-
 Inferring new words ; , while-, and
 Do the people in your area use toilets and rubbish holes?
 Listen and respond to personal  listening for gist and post- listening
Why?
questions specific information activities.
 Give pictures and students can guess what people are doing?
 Listening comprehension

While-listening activities
Talk about waste management  Dictation;
and related activities.  Students complete while-listening activities (multiple choice,
 Fluency and true/false, fill in the blanks pace questions, diagram, etc) while
 Ask people how they keep clean
pronunciation the teacher reads the text.
their environment.
 Questioning and Post- listening activities
answering  Students summarize the reading passage and reflect accordingly. - Use oral
 Listen to descriptions about Speaking: - Students make dialogue in pair and practice repeatedly. E.g. reflection and
people, objects, activities, - Cleaning the Environment Student A: Good Morning B. give feedback
animals and places and answer Student B: Good Morning B. upon the
questions/match picture/ - Questions and answers in
completion of the
Student A: What do you study on Monday?
dialogue activities
Student B: I will study Science.
 Listen to dialogues/ short - Using should and shouldn’t.
Student A: What is the specific topic?
passages and stories and fill

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 tables/forms, match pictures, Student B: It is about ‘cleaning the environment’
answer questions Student A: oh, how wonderful!
Student B: I want to know about it, too. May I study with you,
 Participate in a conversation and
please?
take part to speak.
Student A: Yah!
Student A: …
Similar Example:
- In pairs read the dialogue between mother and son, then identify - Check and give
and underline should and shouldn’t. feedback for
Mother: Wake up my son. You shouldn’t be late for school. students’ work
Son: Ok, Mom. Let me go to the toilet first.
Mother: You should wash your hands after going to the toilet.
Son: Ok, but why do you always tell me this?
Mother: It is because I don’t want you to be infected with
bacteria that cause diseases.
Son: Oh! That is right, Mom. I should always wash my hands
after using the toilet.
Mother: Good! Oh hurry up!...
 Read dialogues with partner and - Teacher provides model speech and students repeat:
identify the use of should / - Students practice with own time and in pairs. - Reading Rating
shouldn’t. Sheets:
- Reading: Personal - Pre-reading activity Students
complete a form
Hygiene  Students discuss in pair/ group the questions related to the reading
that rates the
passage (Personal Hygiene). These activities can be done
effectiveness of
 Comprehension individually or in pair.
the assigned
- While-reading activity readings
 Fluency
 The students find the necessary information from the
 Question and answer passage; compare activities in the picture with the main idea in the
passage. - Observes and
- Predict what a passage will be  Reading for gist and - Post-reading activity record if students
about from the illustration(s) or
the title specific information  Students skim/scan the reading passage and describe the general can complete the
concept of the passage. reading activities
- Read passage and tell the main
idea.  The students complete diagram/table referring from the passage;
- Read words, phrases and find boldly written words and understand the meaning of the
sentences fluently. words from the context.

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 Vocabulary  Students use topic related words like environment, clean, - Give class work,
 Contextual definition of new responsibility, etc. homework and
 Practice reading with fluency following the teacher’s reading or a provide
words; recorded fluent reading. constructive
 Topic related words;  Select the new and boldly written words in the reading passage feedback
and use the words to construct and complete sentences. E.g.
- Infer the meanings of new Keeping our personal (1)__________ is important for our health. It is
words in a reading passage. also (2)__________ for our social relationships. Taking a good
(3)__________ of our body is very important.
Grammar List of Helping Verbs, Auxiliaries
 Students use helping and modal auxiliary verbs in their
 Verbs
contextual functions for their daily expressions. Like:
 helping verbs
- Use helping verbs in  I am / was (not)…
accordance to their functions.  We/they/you are/ were (not)….
 S/he is/was (not)….
 I/ we/they/you have/had (not)…
 S/he has/had (not)…
 I/we/they/you don’t…
 S/he doesn’t…
 I/we/they/you/s/he
can/could/may/might/will/would/shall/should (not)…
 singular and plural
forms of verbs  The students repeat the words after the teacher and write the
plural forms of the verbs in their exercise book adding s, es and
ies.
1. go ______________
2. wash ______________
3. play ______________
Writing
- Rewrite sentences in the  Writing short sentence  The students put the scrambled sentences in the correct order and
correct order.  Guided activity re-write as complete paragraph.
 Punctuation  The teacher needs to assist them while doing.

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 Unit 9: Appreciating Communalities & Difference (16 periods)

Learning outcomes: At the end of this unit, learners will be able to:

 Listen to a short paragraph about Cooperation and reflect.

 Talk about Cooperation and related issues.
 Participate in dialogue (social expressions).
 Infer the main idea of a given text.
 Read a passage about waste disposal and answer questions related to it.
 Guess the meanings of bold words in the passage.
 Use irregular verbs according to their function.
 Write short and simple sentences.

Competencies Language Learning Strategies & Resources Assessment

Items/Content
 Listen to someone’s speech and Listening Pre-listening activities - Use peer and /or self
react accordingly.  Listening to the text 
Students look at a picture and the title of the text and assessment methods
to check if students
 ‘Ethiopian predict what the it will be about.
 Listen to instructions and react  Students answer the pre listening activities. e.g. complete the pre-,
Commonality’ while-, and post-
accordingly  What does the word ‘Commonality’ mean?
 Inferring new words ; listening activities.
 What commonalities do you think you share with others?
 Listen and respond to personal  listening for gist and
 What commonalities do you think Ethiopians have in
questions specific information common?
 Listening comprehension While-listening activities - Use oral reflection
 Ask what people do have in  Dictation;  The teacher reads the passage and gives students exercises to and give feedback
common and what makes them  Fluency and be completed while-listening the text. upon the completion
different. pronunciation Post- listening activities of the activities
 Questioning and  Ask students questions that enable them to comprehend the
answering message of the text or to sum up the main idea of the text
 Talk about Cooperation, culture,  Give some post-reading activities which enable the students - Check and give
language, and related issues that to recall and understand the concept of the passage in general feedback for
people have in common and to infer the meaning of new words. students’ work

 Take part in conversations of Speaking: - The students make conversation in pair. E.g.
questioning and answering.  What we have in St. A. Hi, B!
common St. B. Hi, A! How are you?
 Listen to descriptions about St. A. I am fine. What are you doing?

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 people, objects, activities, animals  Questions and answers St. B. I am working my homework.
and places and answer in dialogue St. A. What is your homework about?
questions/match picture/  Model speech and repeat St. B. It is about our commonality and differences (what - Observes and record
(fluency and we have in common). if students can
pronunciation) St. A. I don’t understand the word Commonality. Can you complete the reading
 Listen to dialogues/ short explain it for me? activities
passages and stories and fill St. B. …..
tables/forms, match pictures,  Teacher provides model speech and students repeat:
answer questions  Students practice with own time and in pairs.
- Reading: Pre-reading activity - Check and give
feedback for
 Appreciating  Students look at the title of a text and predict what the text
students’ work
Communalities and will be about
 Provide some introductory questions related to the reading
Difference passage (Appreciating Communalities and Difference).
 Comprehension These activities can be done individually or in pair.
- While-reading activity
 Fluency  Students read parts of a text and ask themselves question - Give class work,
 Question and answer about why or how things happen in the manner they do. homework and
 Students read texts and answer comprehension questions provide constructive
 Reading for gist and  Students read a text with accuracy, appropriate rate and feedback.
- Predict what a passage will be specific information expression
about from the illustration(s) or  Give while reading questions which enable the students to find
the title the necessary information from the passage.
- Read passage and tell the main - Post-reading activity
idea.  Students interpret and summarize the general concept /
- Read sentences about pictures components/ parts of the passage.
and put the pictures in the correct  Students complete diagram/table referring from the passage;
sequence use boldly written words in accordance to the context of the
topic and construct sentences with them.
Vocabulary
 Contextual definition of  Students use topic related words and;
- Infer the meanings of words in a  Boldly written words in the reading text (such as:
new words;
reading passage. commonality, culture, diversity, difference, unity,
 Topic related words; togetherness, etc)
- Make simple comparisons - Grammar
between different people, animals - Simple Present Tense Use the simple present tense to describe
 Simple Present Tense
and objects people, animals, objects. Example: A bird has wings. (This is
 Simple past fact.)
 Simple past: Example:

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  Simple Past (what  I got up … I went to … I was … They were …
- Use the simple past to talk about something that happened at a
happened in the past)
- Describe people, animals and definite time in the past.
objects using simple present Example: - Basically, most ‘normal’ verbs in the past tense have an –ed or
tense. -d at the end which are called Regular verbs. Examples:
 Regular verbs:
 jump → jumped
- Describe events that happened at  Irregular verbs:  skip → skipped
a definite time in the past.  leap → leaped
 walk → walked
- Recognize regular and irregular - However, irregular verbs don’t follow this normal pattern. We
 Collective nouns
verbs in their past form. don’t have rules for them. We should study them. For example:
Example:  keep – kept, think - thought
- Collective nouns Example:
- Use collective nouns to describe  A herd of cattle
group of things or people as a  A pride of lions
unit.  A troop of monkeys.
 A collective noun describes a group of things or people as a
unit.

- Construct complete simple Writing  The students write a two paragraph text about what people in
sentences.  Writing short sentence their area have in common. Example: the commonly used food
 Guided activity type in their area. ‘Injera and wot’
 Punctuation  The teacher needs to assist them while doing.

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 Unit 10: Woodwork (16 periods)

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

Competencies Language Learning Strategies & Resources Assessment

Items/Content
 Listen to someone’s speech and react Listening Let students engage in the listening activities by: - Use peer and /or self
accordingly.  Listening to the text Pre-listening activities assessment methods
 ‘Wood Technology’  Providing some questions that enable them explore their to check if students
 Listen to instructions and react immediate environment and talk about similar events and complete the pre-,
accordingly  Inferring new words ; while-, and post-
make the content of the text contextual. e.g.
 listening for gist and  What is Technology? listening activities.
 Listen and respond to personal specific information  Can you give some examples of Technology?
questions  Listening  Can you name the materials in your classroom made of
comprehension wood?
 Talk about Wood Technology and  Dictation; While-listening activities
related issues
 Fluency and  The teacher reads the passage and gives students exercises to
be completed while listening the text.
 Explain what objects are made of pronunciation
Post- listening activities
  Questioning and  Ask students questions that enable them to comprehend the
- Use oral reflection
and give feedback
answering message of the text or to sum up the main idea of the text upon the completion
 Give some post-reading activities which enable the students to of the activities
recall and understand the concept of the passage in general
and to infer the meaning of new words.
 Take part in conversation and respond Speaking: - Students practice conversations related to the topic. E.g. - Check and give
to questions.  Speaking: St. A. Hello B! How do you do? feedback for
‘Importance of St. B. Hello A! How do you do? students’ work
Wood’ St. A. I have a home work about the importance of wood.

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 Listen to descriptions about people,  Questions and answers Can you tell me some, please?
objects, activities, animals and places in dialogue St. B. of course, I can. ….
and answer questions/match picture/  Model speech and  Teacher provides model speech and students repeat:
repeat (fluency and  Students practice with own time and in pairs. - Observe, check and
 Listen to dialogues/ short passages and give feedback when
pronunciation)
stories and fill tables/forms, match students can
pictures, answer questions complete the reading
Reading: Woodwork Pre-reading activity activities
 Comprehension  Students analyze the meanings of combined/ joined
 Fluency words which are made of two separate words. E.g. wood
- Predict what a passage will be about +work= woodwork;
from the illustration(s) or the title  Question and answer
While-reading activity
- Read passage and tell the main idea.  Reading for gist and
 Students read the passage and complete a table about the
- Give class work,
specific information homework and
- Read words, phrases and sentences different product and advantage of wood. provide constructive
fluently. Post-reading activity feedback.
 Students summarize the concept of the passage and reflect.
- Read sentences about pictures and put  Students complete diagram/table referring from the
the pictures in the correct sequence passage; use the new words in context.
Vocabulary  Students use topic related words like wood, work, woodwork,
 Contextual definition of technology, product, furniture, household, office, chair, etc.
 Select the new and boldly written words in the reading passage
new words; and use the words to construct sentences.
- Infer the meanings of words in a  Students combine/join two separated words together to make a
reading passage.  Topic related words; single independent word. Like: hardboard, work-piece, hand-
screw, hardwood, etc
Grammar  Students use present continuous tense to describe actions that
are happening now, around now and personal future plans.
 Present Continuous Examples:
 The teacher is teaching English.
Tense (what is
 We are sitting on the chair.
- Describe actions which are happening happening now)  The students are learning.
 She is answering the questions.
now, around now and personal future  Simple Past (what
plans.  The bell is ringing.
happened in the past) Simple Past
1. What was the __________?
(Was/Were)
- Describe events that happened at a 2. How was the __________?
definite time in the past. 3. What day was __________?
4. Was __________?

169 | P a g e
 5. Were __________?
 Students write longer and combined sentences and paragraph
- Write complete simple sentences and Writing about the advantage of trees.
paragraph.  Writing short sentence  When they write the paragraph students can use simple present,
 Guided activity simple past and present continues accordingly.
 Punctuation  The teacher needs to assist them while doing.

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 Unit One: Holidays

Learning Outcomes: Up-on a successful completion of this unit, learners will be able to

 Talk about their EFL listening experiences.

 Pinpoint the specific details of the given short listening text.
 Analyse the main idea of the given short listening text on a holiday.
 Listen for details, specific information
 listen for gist, main ideas
 Use holiday-related vocabulary items to describe holiday activities, house chores and incidents.
 Apply holiday expressions while greeting each-other on the eve, during and after a holiday.
 Use simple future tense to describe (future intentions) what they want to buy for a holiday.
 Use simple present to describe holiday activities, house chores and events.
 Produce a short paragraph on how (processes) a certain Ethiopian holiday is celebrated.
 Argue for or against over-spending on holidays.

Competencies Contents and Language Items Learning Strategies Assessment

 Reflect on their listening 1.Listening  Learners reflect on their  Observes learners’ reflections.
experiences in English. experiences of EFL listening
Listen to a short text on one of the Ethiopian public
 Pronounce key words related (Personally, I like/dislike
holidays
to holidays. listening to texts on holiday
 Analyse specific details of the  Brain storming celebrations listening).
given listening text E.g., What do you like most during holidays?  Learners could work in groups
 Assesses if learners are able to
 Summarise the main idea of  Pronouncing key words (celebrate, … to list or brainstorm positive
pronounce key words before
the given listening text on a  Listening for a specific information/specific and negative aspects of EFL
reading the listening text.
holiday. details. listening.
 Listening for gist (Purpose, theme and so on  Learners pronounce key words
of the listening text) of the listening text
2.Speaking  Learners practice identifying
 Examines whether learners are

171 | P a g e
 Holiday Greetings specific details of the listening able to listen for main ideas
text. and details.
 Happy new year!.
 Learners practice listening for
 Happy new year to you!
a gist.
 Happy Easter!
 Use holiday-related  Learners pronounce key words
 Happy Easter to you!
vocabulary items to describe of the reading text following
 Happy Christmas!
holiday incidents their teacher
 Debate on Holiday Expenditure
 Apply holiday expressions  Learners practice reading
 Do we need to spend much of our resources  Follow-ups if learners are able
while greeting each-other. rapidly to get the central idea
for celebrating holidays? to scan a given text.
 Debate on holiday expenses. of the text
 WH Questions and Responses
 Ask WH questions about  Learners practice reading for
holiday clothing preferences.  What do you eat during holidays? details  Follow-ups if learners are able
 Respond to WH questions  What do you during holidays? to skim a given text, post
about holiday clothing  What do you wear during holidays? reading questions.
preferences.  I wear ……….. Clothes.

 Argue for or against over-  What do you do doing holidays?  Learners apply holiday
spending on holidays.  During holidays, I dine with the entire family. vocabulary items while
3.Reading: The Ethiopian New Year describing and explain their
favourite holidays.  Evaluates learners when they
 Pronouncing
Key words in the reading text use holiday vocabulary items
 Learners apply simple present while describing and explain
Comprehension Questions
to describe their future holiday events.
 Pronounce key holiday words Skimming a text (reading rapidly to get the main ideas intentions.
in the reading text. of the text)
 Analyse the details of a
 Scanning a text (reading rapidly in order to
reading text.
find details in the text)
 Assess main ideas related to
 Reference Questions  Evaluates students when they
the given passage.
In the paragraph 1, line 4, the pronoun “it” use holiday expressions.
 Grasp the specific information  Learners employ simple
refer to_______?

172 | P a g e
 of the given text. The pronoun “they” in paragraph 1, line 8, present while describing
refers to_______. holiday events.

4.Vocabulary

Fill in the in the following text with the most

 Applies simple present tense
appropriate holiday-related words.
while speaking and writing
 Use holiday related words.  Learners write descriptive
Holiday-related vocabulary about holiday activities.
 Articulate simple sentences paragraph on how a certain
using holiday expressions. (holiday, celebration, eve, fun, enjoy, dine, holiday is celebrated.
wine, etc)
 Learners a comparison
Write sentences using words that collocate with holiday  Assesses if students are able to
paragraph on two holidays.
write a meaningful short
Words collocate with holiday
paragraph.
Holiday song
 Learners utilise greeting
Holiday clothes expressions while greeting

Holiday food their classmates on the eve and

during holidays
Annual holiday  Examines if students are able

Extended holiday  Learners argue for or against to argue for or against while
on holiday expenditures debating about holiday
Holiday travel expenditures.

Holiday party  Learners practice prepositions

 Write names of holidays most
of in their speaking and
celebrated in their areas. Holiday destination writing.
 Use simple present to describe
5.Grammar in Context
holiday events.
•Simple future tense

173 | P a g e
 Write what you want to buy for a holiday.

 E.g., Subject + will + main verb + object

 •Simple Present
 Test students’ competence of
 Write about activities you want to do during
prepositions of time.
holidays
 E.g, I celebrate….
 I buy a new…..for the holiday.
 I cook a special food for the holiday. 
 I decorate _______

 Construct a descriptive I clean……………,

paragraph of 3-4 sentences on I play……………..

how a certain Ethiopian
holiday is celebrated. I eat……………..

 Develop a comparison 6.Writing

paragraph of f 3-4 sentences
on two holidays. -Write names of holidays which are most celebrated by
people around your village

Describing a Process

-Write a descriptive paragraph of 3-4 sentences on how

a certain Ethiopian holiday (a learner knows most) is
celebrated.

-Write a comparison paragraph of 3-4 sentences on two

holidays (Learners will compare two holidays which
they are familiar with)

174 | P a g e
 Unit Two: Dry Season

Learning Outcomes: In a successful completion of this unit, learners will be able to:

 Speak about activities they do during the dry season

 Identify main ideas of the text
 Identify the specific details of the text.
 Comprehend the major ideas of the reading text.
 Grasp the details of the reading text.
 Use appropriate dry season-related expressions while speaking and writing about the features of the dry season.
 Use present simple to describe the dry season as it is different from other seasons.
 Write a short paragraph on the major features of the dry season.

Competencies Contents and Language Items Learning Strategies Assessment

 Synthesis the specific details 1. Listening: The Dry Seasons and Its  Learners reason the  Assesses whether the learners
Importance/Economic Activities Accomplished during importance of the dry are listening for a given text for
of the text. the Dry season.
season. different purposes.
 Comprehend the major ideas Wormers  Tests if learners are able to
of the reading text. Pre-listening  Learners listen to the read a given text for different
 Grasp the details of the - Which months fall in the dry season? given text for various purposes.

reading text. purposes.  Asks questions if students are

- Why the dry season is important?
able to use words related to the
 Listen and speak about things
A short text on the major characteristic of the dry season? dry season.
they like or hate about the dry
While-listening questions  Learners can talk about  Examines if students able to
season.
what rural school children apply the simple present tense
Listen and complete the multiple-choice and
TRUE/FALSE questions do during the dry season. while describing the dry season
in their writing.
Information transfer

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 Listen to the major characteristics of the dry season in  Observes whether learners are
text carefully and complete the chart.  Learners describe what able to describe what happens
Post-listening questions happens to their to their environment doing the

- Opinions questions environment during the dry season.

dry season.  Follow—ups whether the
What three things do you like/hate most about the dry
season? learners are able to justify the
 Learners respond to pre- importance of the dry season.
The three things I like most about the dry season are
reading questions.  Comments if students are able
__________________
to produce a comprehensible
 Reflect on activities they do paragraph containing 4
during the dry season. 2. Speaking sentences on the economic
 Discuss with a partner as to What do rural school children/farmers do during the dry importance of the dry season.
season?
what happens during the dry
season. - What happens to your surrounding during the dry
season?
 Argue for or against on the
Discuss and jot down your ideas
given statement.
Debate
 Learners read and
Sunny weather is better than rainy weather. complete the reading text.

 Pronounce key word.

 Reflect on pre-reading  Learners reflect their
views and opinions about
questions.
3. Reading the dry season.
 Analyse main ideas of the
A short text on the major agricultural activities Ethiopian
reading text
farmers accomplish during the dry season  Learners articulate
 Synthesise the reference appropriate expressions to
Pre-reading
questions related to the given describe the dry season.
Pronounce key words
text.

176 | P a g e
  Hypothesis the answers of the -Wormers

inference questions. - Farming activities carried on during the dry season (In
the Ethiopian Context)

E.g., Could you list down some of the major activities

farmers do during the dry season?-

-Justify why they do these activities during the dry

season?  Learners apply simple
present tense while
While-Reading Questions
comparing the dry seaon
Write down the major themes you heard in the reading
with the rainy season.
text.

Reference questions

What does the pronoun “he” in paragraph 4, line 12 refer

to_________?

Inference Questions  Learners apply

comparison language in
What can you infer when the writer says, “winter is not
the only dry season?” comparing the
temperatures of two
Post-Reading Questions
different years.
Write about one major agricultural activity rural school
 Pronounce the given words.  Learners describe the
children do during the dry season.
 Use words to complete activities rural children do
E.g., Harvesting, plowing, etc.
sentences with the given during the dry season.

context.
 Guess the meanings of new 4. Vocabulary
 Argue for or against
words from the given context. -Pronounce the following words
whether the sunny
 Analyse the synonyms of the E.g., arid, semiarid, scorching, parch, desiccate
weather is better than the
given words. - Complete the following text with words related to the rainy one.
 Articulate relevant dry season- dry season.  Practice weather related

177 | P a g e
 related words. E.g., arid, semiarid, scorching, parch, desiccate expression while speaking

Words related to the seasons of the year and writing.

Guess the meanings of words related to seasons of the

year from in the following given text.
 Learners write a short
E/g., spring, summer, autumn/Fall, winter,
descriptive paragraph on
Words related to whether the characteristics of the
Find synonyms of the following weather related words. dry season.
 Learners write about the
E.g., sunny, cloudy, partly cloudy, clear sky, light rain,
heavy rain, freeing rain, lightening, thunder. economic importance e of
 Utilise simple future to the dry season.
describe the weather forecast
of two towns of Ethiopia.  Learners write a short
paragraph on the
 Employ comparatives to
5. Grammar in Context consequences of the dry
describe dry season related
season.
incidents/episodes/phenomeno - Simple Future

n. Write a descriptive paragraph of 4 sentences on the

weather forecasts of two towns.
 Utilise superlatives to describe
dry season-related -Simple Present

incidents/episodes/phenomeno Write a narrative paragraph of 4 sentences on what

happens during the dry seaon.
n.
 Use simple present to describe Comparatives and superlatives

as to what happens during the Comparatives ( …as…as…)

dry season. E.g., ….as hot as…..; as rainy as….
 Employ simple past to …..as windy as….
describe the previous two
Comparatives …adj+ er + than ….
weeks weather reports of two
…….hotter than …..; …higher than …….

178 | P a g e
 Ethiopian towns/cities. Superlatives: ….the+ adj.+ est

Gambella is the hottest of all towns. Addis Ababa

receives the highest rain fall in Ethiopia.

 Compose names of holidays Simple Past

which are celebrated in their Write a descriptive paragraph of 4 sentences using the
area. previous two weeks of weather reports of two towns.

 Compose a descriptive 6. Writing

paragraph of 3-4 sentences on Write as many dry-related expressions as you can about
the dry season and study their meaning (humid, moist,
how a certain Ethiopian
etc.)
holiday is being celebrated.
_Write 4 related sentences on what happens to your area
 Articulate a comparison during the dry season.
paragraph of 3-4 sentences on
previous two weeks weather
report of two Ethiopian
towns/cities.

179 | P a g e
 Unit Three: Accidents

Learning Outcomes: Up-on a successful completion of this unit, learners will be able to:

 Reflect their experiences of accidents

 Review the details of a reading
 Analyse major ideas of a given reading text.
 Understand the meanings of new words
 Analyse the messages of the given dialogues.
 Use simple past to describe an accident which they have experienced.
 Use accident-related words in their paragraph writing and speech.
 Compose a contrast paragraph on the trends of car accidents.

Competencies Contents and Language Items Learning Strategies Assessment

 Speak about their 1.Listening  Learners reflect on their  Observes learners’ reflections

experiences about accidents Read a text on major causes of Accidents views of car accidents. about accidents?

 Analyse details of a  Learners listen to a text  Checks whether learners are

Wormers
for various purposes. able to complete listening
listening text.
 What is accident to you?  Learners comprehend the comprehension questions.
 Use the appropriate word  Would you tell to your teacher about the accident
various messages of a  Assesses if learners are able to
for each sentence you saw/heard recently?
 What type accident was it? given reading text. answer scanning questions.
completion question. E.g. Breaking an arm, a leg; falling off bicycles; falling from  Learners explore the uses  Examine if learners are able to
 Evaluate the sentences that a tree; falling off a horse, etc.
of the new words when answer skimming questions.
are not found in the  What should be done as an accident occurs? using English in various  Check if learners are able to
- While-listening questions. classroom contexts.
listening text. grasp the meanings of new

 Summarise the listening Comprehension questions  Learners play the role words in the reading text.

text in 2/3 sentences. Fill in the balks with the appropriate word and expressions they represent in the  Observes whether a learner

180 | P a g e
 you have heard from the listening text. dialogue. Sit in pairs one plays each of his/her role in

-Read and cross out sentences which you have not heard of you will act as A where given dialogue.
from the listening text. the other you will act as X  Examines if students are able
and play the role. to use accident-related terms
Listen to the text and write a summary of 3 sentences.
 Learners use simple past while writing a contrast
to narrate the car accident paragraph on any previous
2.Speaking they experienced any time accident they saw.
Role-play in the past.
 Learners use language
Listen to a dialogue between A and X on a car accident and
 Play the part of the role play roles. expressions to describe
each pair is assigned. car accident related
Write down the major expression you read from the dialogue
 Analyse main expressions on a car accident. incidents.

they read from the  Learners practice writing

Debate
a contrast paragraph on
dialogue.
The death rates due to car accidents outweigh people dying car accident trends.
 Argue for or against from Malaria and HIV AIDS.
whether the numbers of
deaths of accidents surpass
the deaths due to malaria.
3.Reading

A Reading Text on Types of Accidents

 Use the correct word to
Scanning a text
complete the given text.
 Analyse the required Read and choose the correct answer.

information for the given Table completion

text. Read and complete the given table with words and phrases
 Communicate the major you have read from the reading text about types of accidents,

themes of paragraphs with Skimming a text

paragraph numbers. Read the text and match the major themes of the paragraphs

181 | P a g e
  Explain the writer’s with the paragraph numbers.

opinion. Explain the writer’s opinions.

 Relate the author’s idea What does the author want to transmit in his text?
with their lives.
•Write about your attitudes about the text.

This paragraph is mostly about __________.

Passage talks mainly about __________.

Text tells as a whole __________.

Story tells as a whole __________.

Article tells as a whole __________.

Reading tells as a whole __________.

 Understand the meanings
words related to the theme.
4.Vocabulary
 Assess the messages of the
- Words from the reading passage
given dialogues.
 Use “what” question. Fill in the following text using relevant expressions about
accidents.
 Give responses to “what”
Accident, crash, causality, fatality, death, injury, etc.
question.
Forming questions with Language expressions
 Examine the use of use of
simple past in the given High way traffic, driving speed, minimum driving speed,
maximum driving speed, pedestrians, Zebra-crossing,
dialogue.
-What does the highway traffic of Ethiopia look like?
 Assess the messages the
given dialogue transfers. There is no a high queue/congestion.

-Why does the driving speed vary?

-What is the maximum driving speed allowed for the high

ways of Addis?

182 | P a g e
  Use simple present and 5.Grammar in Context
articulate 4-5 related
Simple past
sentences on an accident
Dialogue
they saw/heard.
A: When did the accident happen?
 Utilise simple past to
describe the effects of B: It happened on Sunday, March 23, 2021.

accidents. A: What did it cause?

B: It caused much damage on people and properties?

A: What caused the accident?

B: Reckless driving caused it.

Write 4-5 related sentences on an accident you saw/heard

recently.

simple present

Talk about the social, psychological, economic, etc. effects

on an accident (braking of a leg, burning a house, and
burning of forests, etc.)

 Use “strong” and “weak Obligation: Weak and strong

modals to complete the will have to…
given sentences.
has to ….
 Compose 4-5 related
Had to…
sentences on traffic rule to
Write a paragraph of 4-5 sentences on possible solutions to
be used to decrease the
minimize car accidents in Ethiopia.
causalities of car accidents.
E.g. Producing qualified/skilled drivers, minimizing
 Use simple past to describe importing of used cars, teaching traffic rules, constructing

183 | P a g e
 an accident which they standardized roads and highways etc.

have experienced.
 Compose a contrast 7.Writing
paragraph of 4-5 sentences
Write a contrast paragraph of 4-5 on trends of a car accident
on the trends of car for two selected regions of Ethiopia.
accidents in Ethiopia. Write paragraph 4-5 sentences on the causes of an accident
 Articulate 4-5 related (E.g. Breaking an arm, a leg; falling off bicycles; falling from
a tree; falling off a horse, etc.)
sentences on the causes for
Write a paragraph of 4-5 sentences on the effects of an
car accidents in Ethiopia.
accident (E.g. Breaking an arm, a leg; falling off bicycles;
 Articulate 4-5 related falling from a tree; falling off a horse, etc.)
sentences on the effect of
car accidents in Ethiopia.

184 | P a g e
 Unit Four: Minerals

Learning Outcomes: Up-on a successful completion of this unit, learners will be able to:

 Reflect their experiences of accidents

 Comprehend details of a reading
 Comprehend major ideas of a given reading text.
 Understand the meanings of new words
 Analyse the messages of the given dialogues.
 Use simple past to describe an accident which they have experienced.
 Apply accident-related words in their paragraph writing and speech.
 Write a contrast paragraph on the trends of car accidents.

Competencies Contents and Language Items Learning Strategies Assessment

 Reflect their experiences 1.Listening  Learners reflect on their  Observes if learners are able to

about accidents. Listen to a Passage on Mineral Resources in Ethiopia experiences of EFL listening reflect on their experiences on
 Listen and write down mineral resources.
 Analyse the sentences they Wormers
common mineral resources  Checks whether learners are
have heard in the listening
-- Have you listened to anything about minerals? If yes, found in Ethiopia. able to comprehend a listening
text. When was it?
 Learners draw the map of text for various purposes.
 Note down names of _ Can you list down some of the minerals you have in Ethiopia and locate where each  Assesses if learners are able to
mineral resources. your environment?
mineral is found. The teacher read a text for various
 Synthesis the importance of - How can we classify minerals? should assign students in group purposes.
mineral resources. - Can we reserve minerals? Why? to bring the map of Ethiopia.  Assesses if students are able to
 Read the map of Ethiopia  Listen and write the functions construct the messages of a
While-listening
and locate where each of mineral resources. dialogue on mineral resources.
Comprehension questions
 Listen and talk about the  Assesses if students are able to

185 | P a g e
 mineral is found. Listen and tick on only those sentences which you have mineral reserves of Ethiopia. predict the meanings of
heard in the listening text from the lists given. 
 Describe the actual uses of Listen and explain the actual expressions in the reading
Hands-on-skills uses of the mineral resources in passage.
mineral resources.
the contemporary Ethiopia.  Examines if students are able
- Write names of common mineral resources you heard
in the listening text.  Reflect on their experiences of to write a short summary for
sustainable uses of minerals the given reading text.
1. __________ 2. ____________
and their importance.  Tests if students are able to use
Write down 3 functions of the mineral resources.
 Read and complete Ttrue/false the common terminologies on
Function 1: _______________ questions according to the mineral resources while
Function 2: _______________ given reading text. debating on renewable and
 Read and identify the general non-renewable mineral
Function 3: _______________
themes of each paragraph of resources.
the given text.  Examines whether the students
Post-Listening Questions  Read and predict the meanings are able to use the adverbs of

Draw the map of Ethiopian and locate where each of expressions from the reading comparison in their
mineral is found. passages. conversation and writing.

Discussion  Read and write a short  Test if students are able to

summary of the reading text. write a descriptive paragraph
Potential mineral reserves of Ethiopia.
 Groups of students will be on the importance of mineral
Describe and explain the actual uses of minerals in the resources.
divided into two and argue for
Ethiopian context.
or against renewable mineral
 Gasp the messages of the resources versus non-
dialogue between a teacher 2. Speaking renewable mineral resources.

and a student. Read and comprehend the dialogue between a teacher  Write a descriptive paragraph
and a student given below. of 6 sentences on the
 Analyse the meanings of
What is the dialogue about? importance of minerals.
the dialogue using the
given questions. Who are speaking in the dialogue?
 Conduct a debate on Why do you think the teacher is asking a question?

186 | P a g e
 mineral resources’ A: Hello! Would you please sate some of the house
objects which are made from minerals?
renewability.
 Prepare a speech on the B: Certainly. I can mention some. Pans, stoves, widow
glasses, electric cables, etc.
topic of their debate.
A: Could you explain this a bit more?
 Make a speech on the topic
B: Yes. Some minerals are useful to make houses such
of their debate.
as iron sheets and window frames. Some are also
important to make cars, computers, fertilizers, etc, ….

A: ….

B: ….

Debate

Renewable minerals are more important than non-

knowable ones.

Prepare a speech for your debate

Make 2 minutes of speech to your classmates and

present it.

 Examine details of areading

3. Reading
text.
 Analyse the given Reading a text on Sustainable Mineral Use Resources

sentences. Brainstorming

 Infer meanings in the given  Can you guess the meaning of sustainable?
context  Would you explain the importance of mineral
resources?
 Articulate a summary of 5 While-Reading
sentences for the given
 Scanning a text for specific information.
passage. Read and decide whether each sentence below
is true or false.
 Inferring meanings of specific words from a

187 | P a g e
 given text
1.What does the phrase “renewable mineral resources
men in paragraph 4, line 6?

Skim a text for general ideas.

Write the general theme of each paragraph in one

sentence.

Paragraph1: ___________________

Paragraph2: ____________________

Write a summary of 5 related sentences using the key

points of the reading text.

3.Vocabulary

 Use word to speak about Speak about the importance of the following mineral
resources
the importance of mineral
resources. Sedimentary, zinc, copper, quartz, crystal, pearl,
density, shell,
 Hypothesis the meanings of
Words from the reading passage
the given words from
Guess the meanings of the following words in BOLD as
context.
they are used in the reading passage.
 Explore the dictionary
-Word spider
meanings of the given
Look up a dictionary and write as many words as you
words.
can that can go with resources.
 Analyse the messages of
E.g. classroom resources, etc.
the given dialogues.

4. Grammar in Context on the classification of

mineral
 Use comparatives to
Comparison adjectives

188 | P a g e
 contract two mineral Dialogue

resources. Positive/zero degree (as … as )

 Use superlative to contrast Comparatives (adjective + er)
mineral resources.
Superlatives (the + adjective + ests)

Adjective and Adverb Comparison

Soft Softer Softest

HardHarderHardest

Fast faster fastest

Construct 5 related sentences using the above adverbs

and adjectives.

Zinc is softer than copper.

Diamond is the hardest mineral..

Iron is as hard as diamond.

 Make contrasts using
adverbs and adjectives. 7.Writing

Compose a descriptive Of many functions they provide, minerals can used to:
paragraph of 5 sentences on - make cars,
the importance of mineral - computers,
resources.
- concrete roads,

- houses,

-tractors,

-fertilizer, etc.

Write a short descriptive paragraph of 5 sentences on

the importance of mineral resources.

E.g., Water

189 | P a g e
 Unit Five: Beekeeping
Learning Outcomes: Up-on a successful completion of this unit, learners will be able to:

 Reflect their experiences about the beekeeping farming

 Listen for detailed information,
 Listen for general themes
 Complete listen and complete questions.
 Complete the listen and write questions.
 Write a comprehensible summary for the given listening text.
 Reflect on the economic values of beeping activities?
 Read for a gist
 Read for detail information
 Use bees’ body part-related words to describe bees.
 Apply expressions of comparison and contrast to describe the three bee types
 Draw the picture of a bee and match with the right names of the body parts.
 Use simple present to describe the functions of body parts of the bee.
 Write a comprehensible comparison and contrast paragraph of 5 sentences.

Competencies Contents and Language Items Learning Strategies Assessment

 Reflect their experiences 1.Listening  Learners reflect on their prior  Take note if learners are able to

about the beekeeping knowledge of the beekeeping reflect on their beekeeping

Brainstorming
farming. activity. experiences.
Read text on beekeeping activity/honey farm  Learners listen and complete  Checks if learners are able to
 Not down the bee family
the pre-listening activities. listen the given text for various
types. -What do you know about beekeeping activity?
 Listen and do while-listening purposes.
 Listen for detailed -What is it called we get from the bees? activities.  Assesses whether learners are
information,  Learners read and complete the able to read and answer the
E.g., Heal wounds, contains useful plant chemicals

190 | P a g e
  Listen for general themes. (antioxidants), boosts immunity (food appetite) brainstorming questions questions that follow.

 Articulate a listening  Learners read and answer  Examines if learners are able to
How a bee keeping activity differs from other types of
while-reading activities. use the appropriate words
summary of 5 sentences. farming activities?
 Learners read and answer post while describing the different
 Discuss the functions of the
While-Listening reading activities. body parts of the bee.
body parts of a bee.
 Learners comprehend the  Evaluate if Learners apply
-Write down the bee family types.
words of the body parts of a contrast and comparison
________ ________ _______ bee and match with the given expression while describing the
picture of it. three bee types.
Listen for specific information
 Learners study the expression  Test s if learners are able to
Listen and complete the table with the appropriate of comparison and contrast. give appropriate descriptions of
information you have heard from the listening text.  Learners use simple preset to the body parts of the bee an
describe the different body their functions
Listen and write short answers to the given three
parts of a bee.  Assesses whether students are
questions.
 Learners compare and contrast able to use the appropriate
E.g., What does a worker bee do? the roles of worker bees with comparison language while
the queen. comparing the roles of the
Post-Listening
worker bees with the queen’s
According to the listening text you heard, write a short one.
summary of 5 sentences for the text.

2. Speaking

- Discuss the functions of the body parts of the bees. 

E.g.:

(1) A bee uses its wing to fly.

 Interview their family
about the importance of (2) A bee uses its paws to collect pollen (powder from
flowers).
honey and write 5-6

191 | P a g e
 sentences. - What contributions do bees play other than producing

 Use comparison words and hone?

phrases while comparing Ask/interview your families or a person whom you

the queen with the worker know and who knows very much about the medical
bees. value of honey and write 5-6 sentences.

 Use contrast words and

Match a bee’s body parts with its picture.
phrases while comparing
Comparison words and phrases
the queen with the worker
bees. ( like, likewise, same as, as well as, also, too,
likewise)

 Speak on the economic Use the above expressions while comparing the queen
with the workers bees.
values of beeping activities.
 Use appropriate expression Contrast words and phrases
from the reading passage to
unlike
complete the given text.
in contrast to

as opposed to

different from

whereas

Use the above expressions while contrasting the worker

bees with queen.

3.Reading

Bee Types

192 | P a g e
  Read and relate the bee Brainstorming

family type with the - Have you ever visited a bee farm?
activities each
- Discuss some of the economic value of beekeeping?
accomplishes.
 Utilsze words related to a While-reading
bee to complete the given
Read and match the bee types with their activities.
text.
Fill in the sentences with the appropriate expressions
used in the reading passage.

Post-Reading

 Use simple present to Which bee type you like most? Why?
describe the activities of the
Sate your opinions on the life-time of each bee types?
bees
 Use the auxiliary “can’ to 4. Vocabulary
describe the acts of a bee.
Bees’ Body Parts
 Use verbs to describe the
Use the words related to bee body parts and complete
activities of the bee family.
the following text.

What kind of insect is a bee?

A bee is _______________

Frightful

Friendly

Likable

Hardworking
 Use bee keeping related

193 | P a g e
 and complete the given Aggressive

text.
5. Grammar
 Write a grammatically
Simple present + infinitives
correct paragraph of 5-6
sentences on how the bees The bee uses its paws to _______ .
make honey.
The bee uses its wing to _______ .

The bee uses its eyes to _______ .

The axially: can

If you were a bee, which bee type would you like to be?

I were a worker bee, I would like to do _________ .

Fill in the sentences below using the given words

Sting, fly, dance, work, smell, sing

Bees can _________________.

Bees can _________________.

Bees can _________________.

6.Writing

Complete the given text with bee keeping related words.

Write a descriptive paragraph of 5-6 related sentences

on how bees make honey. (You may refer from books,
or ask people who keep bees.)

194 | P a g e
 Unit Six: Water Pollution

Learning Outcomes: Up-on a successful completion of this unit, learners will be able to:

 Share their experiences about causes of water pollution.

 Listen for detailed information.
 Listen for general themes
 Comprehend the listening text.
 Listen and comprehend listening questions.
 Read and respond to while-reading questions.
 Give and understand the synonyms for the given words.
 Give and understand the antonyms for the given words.
 Apply the simple present and past tense in completing texts.
 Use water-related proverbs and sayings in their writing and speech.
 Write a comparison paragraph on two selected effects of water pollution.

Competencies Contents and Language Items Learning Strategies Assessment

 Speak about their 1.Listening  Learners share what they know  Follow-ups if learners are able

experiences on the causes functions of water, sources of to use some reflection

Causes for Water Pollution
for water pollution. water and water pollution. language.
Wormers  Learners complete while-
 Relate the causes for water
reading questions (copy, listen  Assesses if learners are able to
pollution with their -Speak to your partner about the importance of water.
and match; listen and respond correctly to the
descriptions.
-What do we mean by clean water? complete) listening comprehension
 Synthesis the information  Reflect on the attitudes of the questions.
-Where do we get water from?
they have heard from the writer about the major effects  Examines whether learners are
listening text to complete -Have you heard about water pollution? of water pollution. able to correctly respond to the
the given text.  Learners evaluate the major while-reading question.
While-listening
lessons they could learn from

195 | P a g e
 Listen and match the causes for water pollution with the listening text to keep the  Checks if students grasp the

 Discuss what they feel their descriptions. water in their surrounding meanings of synonyms and
clean. antonyms.
about water pollution. _ Listen and complete the given text on water pollution
 Learners read comprehend  Tests if learners are able to
 Summarise the major with the words you have heard from the listening text.
various types of while-reading write a comprehensible
lessons they have learned
Post-Listening listening questions comparisonparagraph based on
from the listening text to
 Read and answer reference and a shared success criteria.
keep clean the rivers in _ Discuss what they feel about water pollution.
inference questions according
your area. -Reflect on the major lessons you can learn from the to the given text.
listening text to keep clean the rivers in your area.  Read and study the synonyms
 Speak about the major of the given words. (You may
2. Speaking
water sources in their area. also look up a dictionary the
Speak about the all the water sources in your area such synonyms of the given words
 Justify how clean the water
as streams, rivers, lakes and floods. Discuss with a and study their usage.
in each source is.
partner how clean the water in each source is. Are they  Read and study the antonyms
 Use water related proverbs
different? Why? for the given words.
and expression while
 Learners guess out the
The following are some of the water proverbs and
speaking about polluted meanings of water-related
expressions. Study their meanings with your teacher.
water. idioms and sayings and apply
The first two are done for you.
them in their speech and
A fish out of water writing.
 Practice writing a comparison
Not feeling at home where you are.
paragraph.
Blood is thicker than water

Family is more important than anyone or anything else.

Don't make waves.

Don't wash your clothes in public.

196 | P a g e
 Dry up your drip Gone water. does not mill anymore

In deep water
 Explain what happens to us
It is like drinking a glass of water.
when we drink polluted
water. It is raining cats and dogs.

 Evaluate sentences
Is water pollution a concern to you?
according to the given
passage.
 Relate the sub-heading of 3. Reading
each paragraph to the
Effects of Water Pollution
paragraph where it is
Wormers
found.
 Give justifications for the -What happens to us when we drink polluted water?
given statements from the
- What do we mean by water bodies?
reading passage.
 Analyse the reference -How clean are the waters you have in your locale?

questions. While-Reading
 Hypothesise the meanings
Comprehension
of inferences as used in the
reading passage. -Read and decide whether each of the following
statements is TRUE or FALSE.

-Complete the black spaces with the appropriate words

in the reading passage

 Use words and expressions -Match the sub-heading of the paragraphs to each
related to polluted water. paragraph where the sub-headings are taken from.
 Speculate the synonyms of
-Justify whether the following sentences are true of

197 | P a g e
 the given words. false.

 Rearrange jumbled -Reference Questions

sentences in the given
What does the pronoun it in Paragraph 1, line 3 refers
paragraph on the effects of
to.
water pollution.
Inference Questions

 Use the correct forms of What do we mean by hazardous effects?

simple present and simple
4.Vocabulary
past to complete a given
text. Fill in the balk spaces with the most appropriate form(s)

 Articulate active and of the given words.

passive sentences in a given Guess the synonyms of the following wards (effect,
context. harmful, dangerous, etc)
 Relate an active sentence
Guess the antonyms of the words
with its passive form.
Rearrange the following 3 jumbled sentences on the
 Assess the meanings an
effects of water pollutions and form a paragraph.
active sentence and its
passive form.
 Use the correct forms of
5. Grammar in Context
verbs to complete a given
Simple present and simple past
text.
 Use correct forms of verbs Complete the text below on causes and effects of water
in the active and passive pollution with the correct forms of either the simple

sentences. present or simple past tense forms of some verbs the

given verbs.
 Compose 6 related
sentences paragraph on the Active and passive voice

198 | P a g e
 major water pollutants. Active:

 Produce a paragraph of 6 -Flood pollutes water.

sentences on one of the
-Animals polluted water.
given effects of water
pollution. Passive:

-Water is polluted by water.

-Water was polluted by animals.

Use the correct forms of the verb in active or passive

and complete the text.

6.Writing

Compose a grammatically correct paragraph of 6

sentences on the major water pollutants.

E.g., floods, animals, people, etc.

Below are given some water pollution effects. Select

one of the effects of water pollution below and write a
paragraph of 6 sentences.

-affect aquatic life; -infant mortality

-lack of portable/drinking water

-Affects the environment, the food chain.

199 | P a g e
 Unit Seven: Responsible Citizens

Learning Outcomes: Up-on a successful completion of this unit, learners will be able to:

 Reflect their experiences qualities of good citizens.

 Comprehend a listening text for varied purposes.
 Synthesis the messages of a reading text for various purposes.
 comprehend meanings of vocabulary items and use them in their descriptions of decent citizens
 Use citizenship-related expressions in their oral and written description of good citizens,
 Apply the simple present and simple past in their descriptions of the qualities of decent citizens.
 Comprehend the listening text.
 Listen and comprehend listening questions.
 Read and respond to while-reading questions.
 Give and understand the synonyms for the given words.
 Give and understand the antonyms for the given words.
 Apply the simple present and past tense to describe qualities of good citizens.
 Communicate orally with their peers on three themes well-behaving citizens of a population.
 Describe a classmate whom they think is respectful for others.

Competencies Contents and Language Items Learning Strategies Assessment

 Speak about what they 1.Listening  Learners share what they think  Checks if the students are able

think are the qualities of are good citizens. to reflect on good citizens.
Good Citizens
good citizens.  Learners listen and complete  Assesses students whether they
Brainstorming listening activities of all types. are able to answer varied
 Listen to get detailed
 Learners read and answer all listening questions.
information about good -What do you think are good citizens?
types of reading.  Tests if learners are able to
citizens.
-Do you like to become be called a good citizen? Why?  Learners use the vocabulary comprehend a given reading
 Justify their arguments items to complete the given text for various purposes.

200 | P a g e
 about what should be the While listening text.  Assess if learners have
characteristics of good  Learners rehearse the meanings adequate skills to extract the
-Copy the chart and fill in it with the qualities of good
citizens. of citizenship-related terms to meanings of some selected
citizens.
describe citizenship related vocabulary items taken from
Post-Listening behaviour. the passage.
 Talk to a partner on some
 Learners practice applying  Tests whether learners be able
listed qualities of good Talk to partner about the qualities of good citizens you
simple present tense to use simple present and simple
citizens. what to have.
describe features they expect past to describe well-behaving
 Explain the characteristics from well-behaving people. citizens.
of good citizens which they  Learners use simple past to  Evaluates learners if they can
2.Speaking
think are good at. describe an old school friend describe a classmate whom
Pair-work they knew. they think is considerate for
 In pairs, learners talk to each others.
Be in pairs and tell to a partner how much you:
other about some of their
•Tell the truth. behaviours which may
qualify/make them as good
Debate on some of the •Care for other
citizens.
given pre-reading questions
•Respect the rights of yourself and others  Learners describe a classmate
on good citizens. whom they consider respectful
•Perform civic duty
 Justify their arguments on of others.
statements taken from the •Obey the law  Taking turns, discuss in pairs
reading text to describe how each of you can become a
In which of the above descriptions of good citizens you
good citizens. good citizen. Then, report it to
are good at?
another pair of students before
 Associate themes of
you report it to the whole class.
paragraphs with paragraph
numbers. 3.Reading

 Guess out the meanings of Pre-Reading

reference questions from

201 | P a g e
 the reading passage. Wormers

Do you respect elderly people?

Write down some characteristics you expect from good

citizens?

How can you become a good citizen?

Can mention a man/a woman whom you call as a good

citizen in your village?

-Are you responsible for what you do and say?

While-Reading

 Hypothesis the meanings of -Read each of the following sentences and put a tick
the inference questions mark only on those which describe the characteristics of
from the reading passage. good citizens.

--Match the themes of each paragraph with paragraph

 Use good citizens related numbers.
words to complete a given
Reference
text on good citizens.
 Pronounce words on the What does the pronoun “they” in Paragraph 1, line 3
theme, good citizens. refers to.

 Use simple present to Inference Questions

describe the characters
What do we mean by qualities of good?
which they expect from
their classmates. Discuss the characteristics of good citizens you have

 Use simple past and heard from the listening text and relate it to
yourself/your family.
compose a descriptive

202 | P a g e
 paragraph of 6-7 sentences
am hold school friend.
 Produce 6-7 related
sentences on a classmate
whom they consider
respectful for others.

4. Vocabulary

Words from the reading passage

Read carefully the given words and fill in the text with
their appropriate forms.

Citizenship-Related Expression

Citizen, respect, honesty, considerate, citizenship, active

citizenship, active citizen, civic behavior, civic
engagement, civic culture, civic values etc.,

Pronounce and understand the meanings of the above

citizenship related words and use them to construct your
own sentences.

 Apply the simple present and 5. Grammar in Context  

past tense to describe qualities
Simple Present
of good citizens.
Describe those characteristics which you expect from
 Communicate orally with their good classmate.
peers on three themes well-
E.g.: A good student is considerate of the differences.
behaving citizens of a
He/she is very much aware of these and accountable for
population.

203 | P a g e
 what he/she does. Simple Past

Remember an old school friend of yours and write a

describe paragraph of 6-7 sentences on him/her, or a
man or a woman whom you knew as a good citizen in
your area/on the television/on the radio.

Note:

-He/she could be a leader.

-He/she could be a soldier.

-She/he could be an athlete and write descriptive

paragraph of 6-7 sentences.

 Describe a classmate whom 7.Writing  

they think is respectful for
Narration
others.
Write a grammatically correct paragraph of 6-7
sentences on a classmate whom you consider as
respectful for others.

Examples:

One who is respects others.

One who respectful to the ideas of others.

One who understands that students have different

opinion?

204 | P a g e
 Unit Eight: Health Facilities

At the end of this unit, learners will be to:

 Listen and respond to listening questions.

 Comprehend a listening text for varied purposes.
 Read a reading text for various purposes.
 Give and understand the synonyms for the given words.
 Give and understand the antonyms for the given words.
 Comprehend meanings of new words and use them while describing services and processes of health care centers.
 Use health care-related expressions in their oral and written description and arguments of health care services.
 Apply the simple present and simple past in their descriptions of health care services and processes.
 Use idiomatic expressions while writing sample medical prescriptions.
 Describe and explain health issues with simple present and past simple sentences.
 Debate on health related issues through speaking and writing.

Competencies Contents and Language Items Learning Strategies Assessment

205 | P a g e
  Speak about their 1.Listening  Reflect on their experience  The teacher randomly asks

experiences of health care about health-care services and students to reflect on their
Health Care Facilities
facilities. patients. experiences in line with shared
Wormers criteria on expression of
 Associate the health care
opinions.
facilities with their -Where do you go when you are sick?

descriptions.
-What do you feel when you are sick?
 Write the health care types
_What do we mean when we say a man/woman is
they have heard in the
healthy?
listening text.
 Use health care facility- While-Listening

related expressions to
complete a given text.
 Summarize the author’s
ideas in their own words.

-Listen and match the health care facilities with the  Learners listen and respond to  Randomly, the teacher asks
descriptions of their functions. all forms of questions on the students to reply to while-
 Synthesise the dialogue on
listening text. listening questions.
a doctor and a patient. Listen and write the health care types you heard in the
 Write the health care listening text.

facilities they have heard in

Listen and fill in the blank questions with words related
the listening text. to health care facilities.
 Form a set of questions a
Post listening
student may ask before
he/she starts health care -Talk about the author’s ideas in their words to a

treatment partner.

2. Speaking

206 | P a g e
 -Dialogues  Learners play roles in reading
dialogues.
Listen and understand the dialogue between a doctor
and a patient.
 Learners analyse
A: When did it (the headache) start? conversations on health-related
issues
B: It was yesterday.
 The teacher prepares
A: Have you taken a pain killer? conditions to students to
converse on their ideas.Teacher
B: No, I did not.
could assess on learner’s
-Write some of the health care centers you have around  Students sit in pairs/groups and ability to interact with others
your home or school and discuss with a partner how practice asking questions on and how these contribute to
happy you are with their services. what one has to do before ideas in group discussion.
he/she starts healthcare
- Discuss with your partner on a set of questions a
treatment.
 Justify their arguments on patient may ask before he/she starts healthcare
health-related debatable treatment.

issues.
Some of them could be among the following:
 The teacher assesses the
Can I choose my specialist and if so, who will it be? learners’ effectiveness in
asking questions to find out
-Which hospital am I going to?
what one has to do before
-How long am I likely to be there? he/she starts healthcare
treatment.
- What are my treatment options and the benefits and
risks of each option?  Learners practice debating on
different health matters.
-What are the likely consequences of not having
treatment?

-How long am I likely to have to wait for my

207 | P a g e
  Speak about a set of pre- treatment?

reading questions. Debate on Health Matters

 Synthesise the reference
You may agree or disagree with the following saying.
questions in the reading
Read and reflect on how much you agree or disagree
passage. .
with each of them.
 Examine the specific
 The teachers organises debates
-Health is better than wealth.
details of the given text. and evaluates them according
 Guess the meaning of the -Idiomatic expressions to an established and
given words from the communicated criteria. For
Study the following health related idioms with your
reading passage. example, stating arguments and
teacher.
counter arguments.
 Produce the synonyms for
-drink someone's or something's health
the given words.
 Produce the antonyms for - get (oneself) into the best of health

the given words.

Like a fish out of water.
 Use a dictionary to find
Make once mouth water.
collocating words for the
given word. 3.Reading
 Use health related
Types of Health Care Facilities
idiomatic expression to
Wormers
describe health-related
activities. --Is it only sick people who go to clinics?

-What health care facilities exist around your

village/school?

-When was it you visited a health care center for the last
time?

208 | P a g e
 -Pronunciation (Key words)

While-Reading  Learners engage in doing  The teachers asks learners to

reading questions of various complete reading questions in
-Skimming questions, reading done to get the general
types. groups.
themes of the text.

-Scanning questions, reading done to get detailed

information.

Reference Questions

What does the pronoun “they” in Paragraph 1, line 3

refers to…..?

Inference Questions

What do we mean by qualities of good health care

centers? Learners comprehend words and use
them while making speeches and write
Comparing and contrasting the main ideas of paragraph
on health issues.
Compare the main idea of paragraph 1 with paragraph 2.

Compare the themes of paragraph 3 and paragraph3.

4. Vocabulary

-Vocabulary Items from the reading passage

Write a synonym for each of the underlined word in the

given text.
Learners practice using health-related
Write the antonyms for each of the underlined words in
idiomatic expression.
the following text.

209 | P a g e
 Collocation

Look up a dictionary and list as many words as possible

which can go with the hospital

E.g.:

Hospital nurse
The teachers organises demonstrates
Hospital doctor
group works where the idiomatic
Hospital attendant
expression could be utilized.
Hospital room

Hospital tents

Hospital ward

Hospital unit

Hospital window

Hospital surgeon

Idiomatic Expressions

Health-care related Idiomatic expressions: phrasal

verbs (Study them with your teacher and families)

take a sick day

- to be absent from work and still receive pay

I did not feel well yesterday so I decided to take a sick

day.

take a turn for the better

210 | P a g e
 - to begin to improve or get well

The medical condition of my uncle has recently taken a

turn for the better.

sick in bed

- to remain in bed while you are sick

My father was sick in bed for three days last week.

spit up (something) or spit (something) up

- to throw something up, to vomit something

The dog spit up the button that he had swallowed.

-take (someone's) pulse

- to measure the beats of a person's pulse

The doctor took the patient's pulse when she arrived at

the hospital.

take (someone's) temperature

- to measure someone's body temperature

More collocating words related to health facilities

More collocation exercise on synonyms/antonyms

related to heath care facilities

211 | P a g e
  Use simple present to 6. Grammar Learners describe hospital services with  The teacher gives sample texts
appropriate grammar. Videos of nurses
complete a given text on on hospital episodes and asks
- Simple present and doctors at work could be
hospital services. watched, extracts from stories them to analyse.
Fill in the given text with the appropriate forms of the containing nurses and doctors read to
 Use simple past and write a prepare for this.
given verbs. Texts on hospital services.
narrative paragraph of 6
sentences on a hospital -Simple Past

treatment they got recently. Write a narrative paragraph of 6 sentences on a hospital

treatment you got recently.
 Learners produce texts on
hospital routines such as
writing short prescriptions.
 Compose 7 grammatical 7.Writing  Learners will write short  The teacher encourages

sentences on the major descriptive and argumentative learners to write short

- Write about 7 grammatical sentences on the major
services health care centres texts, paragraphs on hospital
services health care centers give to people in your
services.
provide. villages/town.
 Write an argumentative
-Argument
paragraph of 7 sentences on
the statement, “health is Health Care Services

better than wealth”. “Health is better than wealth.”

Speak with a partner either for or against the statement,

“Health is better than wealth.”  The teacher assesses learners’
engagement in debates.
Writeyour summarized arguments in 7 related sentences
either for or against the given statement.

212 | P a g e
 Unit Nine: Living With Differences
At the end of this unit, learners will be to:

 Respond to listening questions.

 Grasp a listening text for varied purposes.
 Read a reading text for various purposes.
 Analyse the synonyms for the given words.
 Identify the antonyms for the given words.
 Comprehend meanings of new words and use them while describing processes of living together.
 Use unity and/or difference-related expressions in their oral and written text of interest.
 Apply the simple present and simple past in their descriptions of contrast and comparison paragraphs.
 Describe and explain differences with simple present and past simple sentences.
 Debate on different issues through speaking and writing.

Competencies Contents and Language Items Learning Strategies Assessment

 Talk about living with 1.Listening: Living with Differences 1. Learners will reflect on 9. Observe students while
listening question.
differences. reflecting on pre-listening
Brain storming
questions.
 Complete a text with the
Pre-listening
appropriate words and
phrase they have heard -Can you think of the ways people differ from each

from the listening text. other (language? Residence” Customs? , etc).

 Write the correct -Pronouncing key word

expressions for the given
_Write the on the chalkboard.
open-ended questions.
 Re-tell the major themes of -What is manner?

the story they have heard. -Mention the incidences people in your village/residence
10. Assess learner’
 Compose a summary of 5 gather together?
engagement in the while-

213 | P a g e
 sentences for the listening -What are benefits people get when they live together? listening questions.

text they have heard.

While-listening
 Speak about their opinions 2. Learners will listen and
-Listen and complete the sentences with the appropriate complete while listening
regarding the listening text
expressions you have heard in the listening text. questions.
after they have listened.
-Listen and write a short answer to each of the following
questions.

-Listen and re-tell the themes of the story you have

Ask students about pos-reading reflection
heard.
questions.
Post-Listening

_Write a summary of 5 sentences for the listening text

they have heard.
 Speak about two
neighbours’ differences. -What is your opinion about this topic after reading this
 Explain the importance of piece of text? 3. Learners will analysepost-
listening questions.
living together. 2.Speaking
 Justify why people learn
-Take two of your neighbors and list out as many Examine students while speaking about
differently.
differences as possible the differences and/or commonalities of
 Hold debates.
two neighbours.
 Speaking about differences (physical, attitude, etc.)

or similarities between two -What would people get when they live together with
classmates. their differences?
 Differentiate the main ideas
-Types of individual differences
of the reading text.
(Height difference, physical differences, differences in 4. Learners practice speaking
 Guess the meanings of
intelligence, differences in attitudes, differences in about the differences of
words of differentiation. two neighbours.

214 | P a g e
  Synthesise the main achievement, etc.)

argument of the reading Talk to a partner why people learn differently.

text.
Debate
 Explain the statements
taken out from the reading - Differences cause conflicts

passage.
-If people have different opinions, they cannot live
 Write 7-8 summarised together.
sentences for the given
3. Reading: Types of differences among People
reading text.
Wormers

Pre-Reading
5. Learners able to describe
-What differs you from another student in the same the commonalities between
 Write a comparison two neighbors.
school?
paragraph of 7-8 sentences
on the similarities of two Height, weight, grade, etc.

classmates. -What similarities do you find between two classmates?

 Produce a contrast 1. The teacher evaluates learners’
Height, weight, grade, achievement, etc.
paragraph of 7-8 sentences arguments.
on the similarities of two Write some of the words which can be used to

classmates. differentiate you from other classmates (culture,

language, opinion, etc).

While-Reading
6. Learners argue for or
against whether diversity
Read and write the main ideas of each paragraph.
causes conflicts.

Paragraph 1: ___________________

Paragraph 2: __________________

215 | P a g e
 Paragraph 3: ___________________.

-Write the main argument of the reading passage.

-Justify why each of the following sentences is true or 2. The teacher observes the
false. learners’ reflections.

Synthesize the main ideas of each paragraph and

produce a paragraph of 8 sentences of your own.

Post-Reading

-Writers opinion
7. Learners’ reflect on pre-
reading questions.
-Write a short summary for the reading passage.

-Do like the passage? Why? 3. Check students’ answers.

-What is the importance of the

8. Learners read the passage

read and complete the
questions that follow.
reading passage to our lives?  Learners complete questions  The teacher chechs the students
answers and gives feedback
 Guess the meanings of after they read the passage.

words taken from the

4. Vocabulary
reading passage.
 Assess the meanings of -From the reading passage

words related to living with

-Complete the following text using good manner-related  Learners guess out the
differences. words meanings of new words.

-Words-related to living together (harmony, considerate,

1. Asks students to use

216 | P a g e
 etc.) the given words in
completing a given
-Guess the antonyms of the following words related to text.

good manners.

E.g.: Honest

 Examine the antonyms of Responsible

 Learners study comparison and
words-related to good Kind contrast adjectives and
manners. adverbs.
Respectful
 Use appropriate adjectives
of good manners.
 Tests learners while using
 Use past habitual actions to 5. Grammar comparison and contrast
express past actions adjectives and adverbs.
Simple present
happened for some
continuous period of time. -Fill in the following sentences with the appropriate
adjectives of good-manners.

Present habitual action ….use to do…

I use to write with a pencil.

I use to copy notes from the exercise books.

I use to go to school.

I use to study all school subjects.

Past habitual action….used to …

Read and understand the meanings of the following

sentences on past habitual actions.

217 | P a g e
 I used to play football.

I used to drink many cups of tea.

I used to listen to play with mud when I was a child.

 Use comparison and contrast 6.Writing  Learners practice writing The teacher evaluates learners’
expressions in their oral and comparison paragraphs. paragraphs.
-Paragraph
written text of interest.
Write a comparison paragraph of 7-8 sentences on the
 Write contrast and comparison
similarities two classmates.
paragraphs.
 Learners practice writing
Paragraph
contrast paragraphs
-Write a contrast paragraph of 7-8 sentences
(differences) two school subjects.

218 | P a g e
 Unit Ten: Assistive Technology

At the end of this unit, learners will be to:

 Comprehend a listen a text for different purposes.

 Express their ideas in speaking.
 Analyze meanings and usages of given words.
 Identify the antonyms for the given words.
 Identify synonyms for the given words.
 Use new words while describing objects of assisting technologies.
 Comprehend a reading text for various purposes.

 Use simple future in predicting their future plans.

 Use preset continuous tens to describe on-going actions.
 Use past continuous tense to describe past actions which took place for some continuous in the past time.
 Use simple present tense to compare and contrast assisting technologies.
 Apply assisting technology-related words in their oral and written productions.

Competencies Contents and Language Items Learning Strategies Assessment

 Talk about tablet sand 1.Listening  Learners complete Evaluates learners’ progress in

ipads. various listening completing listening activities.

Functions of ipads and Tablets
activities.
 Use words to complete
Pre-Listening
listening questions.
 Rearrange events they have Brainstorming

heard in the listening text. -Describe the shapes and functions of radio/a television?
 Justify their opinions about
-Do we use a television or a radio other that its entertainment

219 | P a g e
 the listening passage. functions? Give examples.

-Have you ever seen ipads/tablets?

-What do they look like?

While listening

-Listen and complete the following sentences with the words

you heard in the listening text.

--Listen and rearrange events as you have heard them in the

listening text.

Sentence 1_ ____________________

Sentence 2: ___________________

Sentence 3: ___________________
 Discuss on the
advantages/disadvantages Post-Listening
of ipads/tablets.  Learners practice a
Have you enjoyed the listening passage on the functions ipads
 Hypothesis the meanings of and tablets? Why? range of speaking
the antonyms and fluency activities.
Can we use ipads and tablets to learn reading, speaking, etc?
synonyms of the given
Why? Why Not?
words-related to the topic.
 Guess the meanings of
words in their related-parts. 2. Speaking

-Advantages and disadvantages of ipads and tablets?

Examines learners’ performance on
-Is using ipads and tablets a waste of time?
various speaking activities.

220 | P a g e
 -Speak about the differences between ipads and tablets with a Learners will draw a picture
television and a radio. which looks like a spider and
write the core word, assistive
 Talk about their radio -Do they have similarities? Write it.
technology on the center of the
lessons.
-Do both have differences? Write it. picture and other collocating
 Listen and write three
words on all parts of the picture.
functions of radio lessons. -When/where/what time should we use ipads/tablets.
For example, remote controls,
 Read and justify. Synonyms on topics related to assistive technology. Mobile, ipads, wheelchairs, and
 Relate themes of so on could be used.
-Antonyms related to assistive technology–
paragraphs with paragraph
numbers.  Learners practice a
reading text for various
 Justify their experiences -Study words in their related functions (apply word spider
purposes
about the radio lessons. skills)
 Summarie the major
themes of the reading
Teachers checks whether the learners are
passage 10 sentences able to draw the picture of the spider and
paragraph. write as many words as they can which
could come under the core wore of
3. Reading
assistive technology.
Radio Lessons

Wormers

-What subjects do you learner from radio lessons?

-Is teaching English from a radio lesson and a classroom teacher

 Check the students reading
the same? Are they different? Why?
performance.
-Pronouncing key words in a reading text.

221 | P a g e
 While-Reading

 Analyse the meanings of -Reading for main ideas

words from the given
Write the three major characteristics of the radio lessons you
context.
have read about the radio lessons the reading text.  Learners try to guess
 Pronounce key technology-
the meanings of
related words and Characteristic 1: ________________
various words
expression. Characteristic 2: ________________ contextual clues.
 Synthesis the expressions
Characteristic 3: ________________
of assistive technology
from the given context. -Reading for specific information

Choose the best answer to each of the following reading

questions and give adequate justifications for your answers.

-Relate themes of paragraphs with paragraph number.

Post-Reading
 Learners apply
-What do you think are radio lessons? expressions of assisting
technologies in their
Waste of time?
productions: oral and
Advantageous? written.

Summarise the major themes of the radio lessons and write a

paragraph of 10 sentences of your own.
 Use simple future to predict
their future goals.
 Use simple present 4. Vocabulary

continuous to express on- - From the reading passage

going activities of assistive
Guess the meanings of the words in BOLD in each of the

222 | P a g e
 technology. following sentences.

 Utilise the past continuous -Pronounce the following assistivetechnology-related words

tense to describe
- digital recorders, compasses, reading pens, etc.) 1. Evaluate learners’
continuous actions
guessing skills.
happened in the past. Analysing the expressions of assistive technologies

 Articulate active sentences

Discussions and Reflection
on various issues assistive
1. Hearing aids to help people hear or hear more clearly.
technology.
 Produce and understand 2. Cognitive aids, including computer or electrical assistive  Learners’ practice the

passive sentences on devices, to help people with memory, attention, or other usage of tenses from

various issues of active challenges in their thinking skills. the given contexts.

technology. 3. Computer software and hardware, such as voice recognition

 Compose a well-organised programs, screen readers, and screen enlargement applications,
paragraph of 8 sentences on to help people with mobility and sensory impairments use

one of assistive technology computers and mobile devices.

 Learners learn writing
materials. 4. Tools such as automatic page turners, book holders, and for various purposes  Assesses learners’ word
adapted pencil grips to help learners with disabilities participate through series of stock/knowledge on assisting
 Create grammatically well- in educational activities. practices technologies.
formed paragraph of 8
5. Grammar in Context
related sentences on the
Simple Future Tense
advantages of mobile
communication. -Predicting one’s future goals

-Talking about future plans

Present Continuous Tense

-Describing on going action at the moment

223 | P a g e
 Past continuous tense

Describing past actions which has happened for continuous

period of time.

Active and Passive Voice

Active

I buy a tablet.

Physically impaired people use wheel-chairs.

Passive

A tablet is bought by me.

Wheelchairs are used by physically impaired people.

 Examine learners’ use of tenses
6.Writing in the applicable contexts.

-Write a well-organisedparagraph of 8 sentences on one of the

following assisting technologies:

Computers,

screen readers, etc).  Evaluate learners’ writing

performance.
Write a grammatically well-formed paragraph of 8 sentences on
the advantages of mobile communication.

224 | P a g e
 English Language
Syllabus for Grade 6
Unit One: Traditional Games
Learning Outcomes: At the end of this unit, learners will be able to:
 List traditional games of their surroundings
 express their favorite game(s)
 guess the name of the traditional games based on their descriptions
 make meaning from the listening texts
 construct meaning from reading texts
 write their own sentences using the unfamiliar words in the listening and the reading texts
 write a short paragraph
 identify the form, meaning and use of the simple present and present continuous tense

Minimum learning Content/ Language items Learning strategies Assessment

competencies
 . Predict what can Unit One: Traditional Pre-listening Teacher move around and observe if
be included in a Games  Let students look at the title of a learners discuss rules of the game
listening text listening text and tell the traditional
using topics as Listening Teacher lets some students to tell their
games in their surroundings.
hint. Listening to the description of  learners take not while they are favorite traditional game
 .Listen and take certain traditional games listening to the description of Gebeta
note (egGebeta). (one of the traditional games) Teacher moves around and check if
 List rules of the  Pair work: when student “A” describes
learners do the questions
different Speaking
some features of a certain traditional
traditional games  Guessing the game based game,student ”B” guesses
 .Reflect favorite on its description  learners sit in groups of four and
traditional  Expressing favorite discuss the rules of the Gebetagame
game(s) with game(s)  learners tell their favorite traditional
reason Teacher gets learners to check their
games to their partners. Teacher
 Predict what can Reading answers for the comprehension
brainstorms the learners prior
be included in a questions in pair.
 Dialogue on how one of knowledge; ask their expectation (what

225 | P a g e
 reading text using the traditional games is do you think is the dialogue about? Teacher asks some students to read their
topics as clue. played etc.) and teach three difficult terms sentences using the vocabulary words
 Make meaning from the dialogue text.
from the reading
•A passage on one of the  Let learners read the dialogue and Teacher lets learners to check their
text based on traditional games answer the questions about; answers discussing in group of four
prior knowledge.
(eg. Gena)  The number of players participated in
 Read and identify the game Teacher asks learners to the class about
the general idea  How the game is played and how the the traditional games which they like
of a reading text winner{s} is identified most or which they dislike with reasons
 Read and identify
specific  Getting students to tell how “Gena” is Teacher moves around to check if
information played in their area learners write about their favorite
 Read and make traditional games
note.
 Make meaning  Guessing meanings of unfamiliar words
of vocabulary based on context
words from the
dialogue and the
reading text
 Use passive  Teacher presents the simple present and
simple present present continuous tense in their
and present
Vocabulary passive voice. Gives sample in a
continuous tenses From the listening text familiar context.
 learners revise the form, meaning and
From the reading texts
use of the simple present and present
 Use the Grammar continuous tenses in their active and
expression ‘likes’ passive forms using gap filling
Simple present and present activities on short paragraphs.
and ‘dislikes’ to
continuous tense passive  Learners state traditional games using
express
voice. likes or dislikes with reasons.
preferences with
reason. Social expressions  I like ____ (game) because _________.
 Write short  I dislike ________ (game)
Likes and dislikes because_____
descriptive
paragraphs

226 | P a g e
  Get learners to write the summary of
the dialogue in not more than six
sentences
 Make learners construct meanings of
the vocabulary words in using them in
a variety of sentences
 teacher explains the steps
in writing
paragraphs:(selecting a
Writing topic, writing the topic
 Writing sentences using sentence, writing details
the vocabulary words that can be included in the
 Writing a short body, changing the details
descriptive paragraph into sentences, and
about a favorite writing the paragraph,
traditional game (cultural finally checking for
sport) grammatical correctness).
 teacher presents the types of paragraphs
using examples.
 Let learners write a short descriptive
paragraph about their favorite
traditional game and compare their
paragraphs in groups of four.

227 | P a g e
 Unit 2: Seasons and Human Activities
Learning Outcomes: At the end of this unit, learners will be able to:
 Take note for details in the listening text
 construct meaning from the listening text
 Identify the main ideas of the reading text
 Write their own sentences using the unfamiliar words in the listening and the reading texts
 Write a short paragraph about one of the human activities
 Identify the form, meaning and use of the future indicator verbs

Minimum learning Content/ Language items Learning strategies Assessment

competencies
 Listen and take note Listening  Getting students listen to the  Observe learners’ attention and
 describe the seasons title and guess what the curiosity during listening, reading,
Listening to the description of seasons listening text could be
 Recognize the months in each writing and other activities and
season record
Speaking  Listening for the main idea
 identify what people do in  Listening for specific details
Discuss on what Ethiopian farmers do in  Provide constructive feedback.
each season
each season  Take note  Record their performance
 Identify the verbs that indicate  Do the listening activities
future actions Reading  Tell what you remember about
 Check if learners do participate in
 Perform conversations seasons to your partner
the group discussion
 Write a descriptive paragraph Reading about seasons and human  Discuss the activities of
activities and do comprehension Ethiopian farmers in each
about the Ethiopian farmers
questions season)
activities in one of the seasons
 Get students predict about what
could be included in the reading
text using the topic as clue
 Scanning for specific details
 Skimming for the gist
 Intensive reading to refer and Move around to check if students do
infer
the comprehension questions
 Do the comprehension
questions individually and
discus the answers in small
groups

228 | P a g e
  Which season do you like most?
Why?
 Getting meaning from context
 Predicting the meaning of
unfamiliar words Check if learners do the sentence
Vocabulary completion activity
Meanings of vocabulary words in the  Teacher presents grammar items
context of the texts (listening and in context and makes students
reading) practice it.
 let students do Sentence
Grammar completion activities. Move around to check if learners are
 Let students learn about the engaged in the pair conversation
Future indicator verbs (simple present,
present continuous, be +going to and expressions for greeting and
will + v-1) departing.
 Let them get model dialogue Get learners read their sentences
Social expressions  Let them prepare a dialogue in
pair and act out their dialogue Let learners read the topic sentence of
Expressions for greeting and departing orally. their paragraph
Check if learners jot down details and
Writing change them into sentences
 sentence writing using the  Writing sentences using the
vocabulary words vocabulary words
 Writing a short descriptive  Writing a paragraph using one
of the seasons and human
paragraph using one of the seasons
activities based on the following
and Ethiopian farmers activities
steps:
 Writing topic sentence
 Jot down the details
 Changing the details into
sentences

229 | P a g e
 Unit 3: Traffic police officers
Learning Outcomes: At the end of this unit, learners will be able to:
 Take note for details in the listening text
 construct meaning from the listening text
 Identify the main ideas of the reading text
 Make note for details in the reading text
 Write their own sentences using the unfamiliar words in the listening and the reading texts
 Write a short paragraph about the responsibilities of traffic police officers
 Identify the form, meaning and use of the present perfect tense

Minimum learning Content/ Language items Learning strategies Assessment

competencies
 mention the responsibility of  Listening  Predicting about what will be included  Observe learners’ attention and
police officers  Listening to the text about in the listening text using the topic as curiosity during listening,
 list the responsibilities of responsibilities of police clue reading, writing and other
traffic police officers officer and do activities  Listening for the main idea activities and record
 use the present perfect tense  Reading  Listening for specific details and let
in their writings and speeches  Reading about the learners fill a table from the
 Use expressions of responsibilities of traffic information they get in the listening  Provide constructive feedback.
telephone in their telephone police officers and do text  Record their performance
conversations exercises  Let learners tell the responsibilities of
 Write a short illustrative  Vocabulary police officers based on their prior
paragraph about the  practice on meanings of knowledge
responsibilities of traffic vocabulary words in the  •Make students guess what will be
police officers context of the texts included in the listening text using the
topic as hint
 •Lt learners read for specific details
and fill a table from the information
they get in the reading text
 •Guessing meanings of vocabulary

230 | P a g e
 words in the context of the texts
 Do you like to be a traffic police
officer?Why?(Jot down what you
remember)
 Teacher presents the present perfect
active and passive voice.  Get learners read their sentences
 Gives sample in a familiar context.
 Learners complete sentences with the
appropriate structure.
 , Teacher presents the expressions for
telephone conversation
 Grammar  .Gives sample dialogue  Check if learners do the gap
 Present perfect tense active  . Get learners perform telephone filling activity
and passive conversations in pair
 Writing sentences using the vocabulary
words
 Move around to check if learners
 Let learners write a paragraph using
 Social expressions practice the telephone
strategies to write paragraphs such as:
 Practicing on expressions for conversation expressions
 •Writing topic sentence meaningfully
telephone conversation
 •Jot down the details
 •Changing the details into sentences
o

Writing  Let learners read the topic

sentence of their paragraph
 sentence writing using the  Check if learners jot down details
vocabulary words in the texts and change them into sentences
 Writing a short expository
paragraph about the activities
of a traffic police officer

231 | P a g e
 Unit 4: Animals
Learning Outcomes: At the end of this unit, learners will be able to:
 Take note for details in the listening text
 construct meaning from the listening text
 Identify the main ideas of the reading text
 Write their own sentences using the unfamiliar words in the listening and the reading texts
 Write a short paragraph about any animal they like
 Identify the form, meaning and use of the modal verbs I

Minimum learning Content/ Language items Learning strategies Assessment

competencies

Listening  Predicting about what the listening  Observe learners’ attention and
 Listen and take note Listening to a text about farm text will be curiosity during listening, reading,
 •recognize the animal from the animals and do exercises  Listening for the main idea writing and other activities and
description in the listening text Reading  Listening for specific details record
 •Recognize how the animal is Reading about how animals are  Predicting the meaning of unfamiliar
used for income generation natural resources and do words
 •Identify the uses of the modal exercises  Move around to check if learners
verbs Vocabulary do the comprehension questions
 Remember information to compare
 •Write a short paragraph about Practice on meanings of
the animal described either in the vocabulary words in the context
listening text or the reading text of the two texts  Predicting what will be included in
the reading text based on the title  Provide constructive feedback.
Grammar  Record their performance
 Modal auxiliary verbs–  Scanning for specific information
may, might, will ,would,  Skimming for gist
shall, should  Intensive reading for details
 Writing  Getting meaning from context
 sentence writing using the  Get learners read their sentences
vocabulary words
 Writing a short descriptive
paragraph about one of the
animals learners like to  Remember information to evaluate
write

232 | P a g e
  Teacher presents the modal auxiliary
verbs. Gives sample in a familiar
context.
 learners revise the form, meaning  Move around to check if learners
and use of modal auxiliary verbs write
using gap filling activities on short  the topic sentence of their
paragraphs paragraph; if learners jot down
details and change them into
 Get learners to write sentences using sentences
the unfamiliar words in the passage.  Check if learners do the gap filling
 Make students write a paragraph abut activity
an animal they like most
 •Writing topic sentence
 Jot down the details
 •Changing the details into sentences

233 | P a g e
 Unit 5: Poultry
Learning Outcomes: At the end of this unit, learners will be able to:
 Take note for details in the listening text
 construct meaning from the listening text
 Identify the main ideas of the reading text
 Write their own sentences using the unfamiliar words in the listening and the reading texts
 Write a short paragraph about the benefit of poultry
 Identify the form, meaning and use of the modal verbs II

Minimum learning Content/ Language items Learning strategies Assessment

competencies
 Listen and take note Listening  Observe learners’ attention and curiosity
 recognize the animal used during listening, reading, and writing
Listening to the described animal (hen)  activating students’ activities and record
for poultry in the listening
background knowledge
text And do listening questions
 Recognize how poultry is
used for income generation Reading  Move around to check if learners do the
Reading about birds from which comprehension questions
poultry is produced and do  Listening for the main
 Identify the uses of the comprehension questions idea
modal verbs II  Listening for specific
 Write a short paragraph Vocabulary details
about the benefit of poultry
Practice on meanings of vocabulary
words in the context of the texts

Grammar
Modal auxiliary verbs - must, have
to, need, etc.

Writing Predicting the meaning of

unfamiliar words
 sentence writing using the
vocabulary words

234 | P a g e
  Writing a short illustrative  Check if learners do the gap filling activity
paragraph about poultry. Scanning

Skimming

Intensive reading  Get learners read their sentences

Getting meaning from context

Gap filling activities  Move around to check if learners write

 the topic sentence of their paragraph; if
Writing
learners jot down details and change them into
Writing sentences using the sentences
vocabulary words

Writing topic sentence

 Provide constructive feedback.
Jot down the details  Record their performance
Changing the details into
sentences

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 Unit 6: water pollution
Learning Outcomes: At the end of this unit, learners will be able to:
 Take note for details in the listening text
 Make meaning from the listening text
 Identify the main ideas of the reading text
 Write their own sentences using the unfamiliar words in the listening and the reading texts
 Write a short paragraph about the harmful effects of water pollution
 Identify the form, meaning and use of the simple past and past continuous tense

Minimum learning Content/ Language items Learning strategies Assessment

competencies
 Listen and take note Listening  Let them ask questions  Observe learners’
on the issue not clear for attention and curiosity
Listening to a text about pollution them during listening, reading,
 Explain the benefits of  Listening for main ideas and writing and record
Speaking
water  Listening for specific
 Recognize the harmful speaking activities on the effects of pollution details
effects of water pollution  skimming  Provide constructive
Reading 
 Get meanings of Scanning feedback.
unfamiliar words Reading on the harmful effects of air pollution and do  Intensive reading  Record their performance
 Identify the uses of comprehension questions
simple past and past
continuous tenses Vocabulary
 Write short paragraphs Guessing the meanings of vocabulary words in context  Gap filling activities
Grammar
Form, meaning and uses of simple past and past  Getting meaning from
continuous tenses passive context
Writing  Writing topic sentence
 Jot down the details
Writing a short effect paragraph about pollution

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 Unit 7: Hard work
Learning Outcomes:At the end of this unit, learners will be able to:
 Take note for details in the listening text
 Make meaning from the listening text
 Identify the main ideas of the reading text
 comprehend details of the reading text
 Write their own sentences using the unfamiliar words in the listening and the reading texts
 Write a short paragraph about the importance of hard work
 Identify the form, meaning and use of the past perfect tense

Minimum learning Content/ Language items Learning strategies Assessment

competencies
 Listen and take note Listening  Predict what could be included in  Observe learners’ attention and curiosity
 Discuss the features of the listening text during listening, reading, and writing
patriotism Listening to a text about activities and record
Patriotism

Speaking
 Recognize the results of  Move around to check if learners do the
Telling about features of  Listening for the main idea comprehension questions
hard work
patriotism  Listening for specific details 
 Identify the uses of the Get learners read their sentences
past perfect tense  Let students discuss the features of
Reading patriotism in group and report their
 Write a short paragraph
Read a text about hard working decision
about the results of hard  Check if learners do the gap filling activity
work and do comprehension questions

Vocabulary  Predicting about what motivates

Guessing the meanings of people to do hard work
vocabulary words in context  Scanning
 Skimming
 Intensive reading  Move around to check if learners write
 Predicting the meaning of  the topic sentence of their paragraph; if
unfamiliar words they jot down details and change them into
 Remember the information and sentences
evaluate oneself accordingly  Provide constructive feedback.

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  Getting meaning from context  Record their performance
 Gap filling activities

 Writing sentences using the

Grammar vocabulary words
 Writing topic sentence
past perfect tense ( form,
meaning and use)  Jot down the details
 Changing the details into sentences

Writing
Writing a short effect paragraph
about hard working

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 Unit 8: First aid
Learning Outcomes:At the end of this unit, learners will be able to:
 Take note for details in the listening text
 Make meaning from the listening text
 Identify the main ideas of the reading text
 comprehend details of the reading text
 Write their own sentences using the unfamiliar words in the listening and the reading texts
 Write a short paragraph about the importance of First Aid
 Identify the form, meaning and use of conditional sentence type one
 Recognize the expressions for giving and receiving advice

Minimum learning Content/ Language items Learning strategies Assessment

competencies
 Listen and take note Listening  Predicting about what the  Observe learners’ attention and
 Identify causes of accidents listening text will be curiosity during listening, reading,
 Identify ways of minimizing Listening to a text about Causes of  Listening for the main idea and writing activities and record
accidents accidents  Listening for specific details
 Recognize when first aid is  Discuss ways of minimizing
given painaccidents in small group  Move around to check if learners do
 Identify the •uses of Speaking well in the group discussion
conditional sentence type II (cooperative learning)
Discussing on ways of minimizing
 Recognize the expressions for
pain of accidents
giving and receiving advice
 Write a short paragraph about Reading  Predict what the reading text
ways of minimizing pain of would include
Reading about First Aid and do
accidents  Scanning the article
comprehension questions
 Skimming the article
 Intensive reading

Vocabulary
Guessing the meanings of  Predicting the meaning of
vocabulary words in context unfamiliar words
 Getting meaning from context

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 Grammar  Get learners read their sentences
 Writing sentences using the
Conditional sentence type I ( form, vocabulary words
meaning and use)

Social Expressions  Sentence completion

 Creating scenario and use
Giving and receiving advice expressions of giving and
receiving advice
Writing
To write the paragraph:
Write a short expository paragraph
about ways of minimizing pain of  Writing topic sentence
accidents  Jot down the details
 Changing the details into
sentences  Check if learners do the Sentence
completion

 Check if learners use the expressions

according to the scenario
 Move around to check if learners
write
 the topic sentence of their paragraph;
if they jot down details and change
them into sentences
 Get students to sit in group and read
their paragraphs to the group
 Provide constructive feedback.
 Record their performance

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 Unit 9: Unity is strength
Learning Outcomes: At the end of this unit, learners will be able to:
 Take note for details in the listening text
 Make meaning from the listening text
 Identify the main ideas of the reading text
 comprehend details of the reading text
 Write their own sentences using the unfamiliar words in the listening and the reading texts
 Write a short paragraph about the importance of First Aid
 Identify the form, meaning and use of conditional sentence type one
 Recognize the expressions for giving and receiving advice

Minimum learning Content/ Language items Learning strategies Assessment

competencies
 Listen and take note Listening  Predicting about what the Observe learners’ attention and curiosity
 Identify causes of listening text will be during listening, reading, and writing
accidents Listening to a text about the three  Listening for the main idea activities and record
Oxen and a hyena and do listening
 Identify ways of  Listening for specific details
activities
minimizing accidents  Listen and talk
 Recognize the Speaking  Discuss in small group about Move around to check if learners do well in
consequences of disarray the danger of disarray the group discussion (cooperative learning)
 Identify the uses of unity Discuss in group on why the three  Scanning the article
 Recognize the meaning of oxen were eaten by the hyena  Skimming the article
the vocabulary words  Intensive reading
Reading
 Identify the uses of
conditional sentence type read a text about Unity is Strength and
III do comprehension questions
 Predicting the meaning of
Vocabulary unfamiliar words
 Getting meaning from context
 Write a short paragraph Guessing the meanings of vocabulary  Writing sentences using the
about the importance of words in context vocabulary words
unity
 Sentence completion

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 Grammar Get learners read their sentences

Conditional sentence type II ( form, Check if learners do the Sentence completion

meaning and use) exercises
To write the paragraph:

 Writing topic sentence

 Jot down the details  Move around to check if learners write
Writing
 the topic sentence of their paragraph; if
 Changing the details into
Write a short effect paragraph about sentences they jot down details and change them
unity into sentences
 Get students to sit in group and read their
paragraphs to the group
 Provide constructive feedback.
 Record their performance

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 Unit 10: Mobile phones
Learning Outcomes: At the end of this unit, learners will be able to:
 Take note for details in the listening text
 Make meaning from the listening text
 Identify the main ideas of the reading text
 comprehend details of the reading text
 Write their own sentences using the unfamiliar words in the listening and the reading texts
 Write a short paragraph about the importance of First Aid
 Identify the form, meaning and use of conditional sentence type one
 Recognize the expressions for giving and receiving advice

Minimum learning Content/ Language items Learning strategies Assessment

competencies
 Listen and take note Listening  Predicting about the uses of  Observe learners’ attention and curiosity
 Identify the importance of mobile phone during listening, reading, and writing activities
mobile phones Listening to a dialogue about types  Listening for the main idea and record
 Recognize the meaning of of mobile between two persons  Listening for specific details
the vocabulary words
 Discuss in small group about  Move around to check if learners do well in the
 Identify the forms of Speaking
the uses of mobile phones group discussion (cooperative learning)
regular and irregular verbs
Discuss in group about the uses of  Scanning the article
mobile phones  Skimming the article  Get learners read their sentences
 Intensive reading
Reading
 Predicting the meaning of
Read a text about mobile phones unfamiliar words  Check if learners identify regular and irregular
and do comprehension questions  Getting meaning from context verbs in the short paragraphs
 Writing sentences using the
Vocabulary vocabulary words  Move around to check if learners write
Guessing the meanings of  Identifying regular and  the topic sentence of their paragraph; if they
vocabulary words in context irregular verbs in short jot down details and change them into
paragraphs sentences
Grammar  Get students to sit in group and read their
paragraphs to the group
Conditional sentence type III (form,  Provide constructive feedback.

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 meaning and use) To write the paragraph:  Record their performance
 Writing topic sentence
Writing  Jot down the details
 Changing the details into
Write a short cause paragraph about sentences
mobile phone

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 English Language
Syllabus for Grade 7
Unit One: Living in Rural Area
Learning outcomes: At the end of this unit, the students will be able to:
 describe the living style of rural people in Ethiopia
 explain how people in rural area solve conflicts
 listen to the text and identify the correct and wrong sentencesas they are used therein

 talk about the advantages and disadvantages of living in the rural area
 pronounce the interdental voiced [ð] and interdental voiceless[Ɵ] sounds correctly in different sentences
 compare and contrast the life style of peoples who live in rural area versus those people who live in cities
 recognize the life-style, the economic activities and culture of the rural people
 explain the role of the rural people in maintaining indigenous resources
 associate the gist of the passage with their own life experience
 work out the contextual meaning of the words in the reading text
 use the words they learnt in the passage in different communicative situations when/where necessary

 understand how simple present tense is formed in different types of sentences

 write few simple present tense sentences that talk about everyday activities, general truths and planned future actions
 use appropriate words in their appropriate place when they write a paragraph
 write simple three sentences that can support or negate the preceding sentences given in the module
 use comma in different written sentences correctly

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 Minimum Learning Language Items/Content Learning Strategies Assessments
Competencies
Listening Listening Listening Listening
 listen to a text,  The teacher discusses the -The teacher evaluates the
 analyzing and associating the
comprehend and meaning of key words students’ performance based
information in the listening before reading the
analyze the on their oral responses
passage with their own listening text
specific personal life
information in it
 The teacher allows students
 give personal to discuss few important
 discussing the role of the ideas that are connected with
reflection on the rural people in maintaining
text that they rural life by eliciting
indigenous knowledge background information from
listened to
the students
 listening for specific
information  The teacher gets each
student go through the
incomplete paragraph as
quickly as possible  The teacher first gets
 reads the text loudly the students carry out
two times peer correction and
 The students listen to then he/she gives the
the text and fill in the final answer
blank spaces in the
paragraph with the
correct words or
expressions from the

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 text they listen to

Speaking Speaking Speaking Speaking

 use the  using linking devices that help  The teacher mixes  The teacher observes
expressions such to express contrastive ideas those students from the rural the performance of
as yet, even so, on correctly area and towns in groups and each student in each
the other hand, asks them to discuss the group and keeps a
whereas, advantages and record
contrarily to talk disadvantages of living in
about differences
towns and rural area and
or advantages
versus  pronouncing the interdental report the results of the
disadvantages voiced and the interdental discussions to the class  The teacher makes
voiceless sounds correctly in through group representative notes how each
different sentences and student has been
 pronounce the understanding them from  The teacher pronouncing the
interdental voiced spoken sources pronounces both types of words. and reteaches
and voiceless sounds, (interdental voiced
sounds correctly and
when they speak interdental voiceless) in a
or understand variety of words given at
them when they sentence level and asks
listen to a text
students repeat after him/her

Reading Reading Reading Reading

 comprehending ideas,  First, the teacher asks  The teacher assesses
 recognize the life-
thoughts, facts, etc. from the students to select few the performance of
style, the
passage and associating with difficult words and each student based on

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 economic their own life then he/she discusses his/her oral responses
activities and their meaning by
culture of the eliciting background
rural people  analyzing, comparing and knowledge from the
contrasting the thesis students’
 explain the role of statement of the passage
the rural people in
maintaining -
indigenous  The teacher allows
resources students to discuss few  The teacher assesses
important ideas that the students how they
have connection with read certain difficult
the reading passage by words, make
eliciting background intonations and word
knowledge from the stress
students

 The teacher asks each

student to listen to
him/her when he/she
reads out the passage
loudly to the whole  Peer correction
class supported by the
teacher

 The teacher asks any

willing student to
come out to the front
of the class and read
out the passage to the
whole class loudly.  The teacher assesses
 The teacher allows the performance of

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 each student to read the students based on
the passage the reasons they
individually and present
silently. At the same
time, he/she asks them
to find out answers to
the questions written
in the module

 The students pick up

three sentences that
have stricken their
mind from the reading
passage and explain
their reasons

Vocabulary Vocabulary Vocabulary Vocabulary

 develop the skills
of working out the  guessing the meaning of  The teacher gets each
contextual words from context in a student read the
meanings of passage passage thoroughly,
words as they are guess and work out the  After the teacher
used in different meanings of the words elicits answers from
 sentence construction using written in bold
written texts the newly learnt words the students, he
gives them the final
 use the words that  The teacher asks the correct answer
they learnt in the students to give the
passage in their contextual meaning of  The teacher gets
everyday each word to the students conduct peer
communication whole class one by corrections
when/where they one

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 are important  The teacher asks the
students to construct
their own simple
meaningful sentences
using the words
discussed above

Grammar Grammar
Grammar
 The teacher asks Grammar
 construct different  The form of simple present students to write the
simple present forms of simple  The teacher checks
tense in different types of
tense sentences in present tense in the performance of
sentences
their correct form different types of each student and
sentences with gives support
 use simple present  The uses of simple present different subjects when/where
tense to describe different necessary
tense in
describing activities
 The teacher explains
everyday action,
the forms of the tense
general truth and
with different example  assesses the
future planned performance of each
sentences by eliciting
action student from his/her
background
knowledge from the oral response
 describe a simple students
process like
making Ethiopian
traditional coffee  The teacher asks
using few simple students to complete  self-correction after
present tense each spaces in the getting the correct
dialogue using the answer from the
sentences
correct simple present teacher
tense verb form

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  The teacher asks the
students to write three
simple present  The teacher gives
sentences that describe feedback to each
their everyday student’s attempt
activities

 The teacher asks

students to write 2—3
simple present  The teacher collects
sentences that describe the students’
the process of making notebooks and gives
Ethiopian traditional correction to their
coffee. attempt

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 Writing Writing Writing Writing
 use correct words
to make ideas  Controlled Writing  The teacher first gives  First, the teacher
complete in a students his own elicits answers from
paragraph paragraph with blank the students and then
spaces and then he/she he/she gives the
 using comma for the right asks them to fill in correct answer
purposes in written English each blank space with
 use comma at the the correct word given
right place for in the box being in
different purposes pairs
in written texts

 The teacher asks the

students to fill in the  Peer correction
spaces in another
paragraph with their
own words or phrases
that they think are
correct
 The teacher gives  The teacher elicits
students a short answers from students and
paragraph in which then he/she gives the
different commas are correct answer after the
missing and then they discussions
read the paragraph and
place commas
correctly where
necessary.

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 Unit Two: History of Calendar
Learning outcomes: At the end of this unit, the students will be able to:
 expand their awareness about the historical development of calendar
 listen to the text and understand concepts and facts about calendar
 refer to different resources, collect important information and talk about different local calendars
 pronounce any word which consists of the consonants [f] and [p] correctly and avoid confusion during speaking or listening
 discuss how a calendar has developed and reached its present stage
 compare and contrast the system or principle different calendars follow in counting days and months
 work out the contextual meanings of the words given in bold in the passage
 use the newly learnt words in spoken or written sentences
 use the correct form of the verbs in simple past tense in different sentences
 use the tense in its correct form for different communicative purposes
 develop ideas to build a small paragraph
 use colon correctly in different written texts

Minimum Learning
Competencies
Language Items (Content) Language Learning Strategies Assessments

Listening Listening Listening Listening

 The teacher listens to
 listening for specific  Before the teacher reads the each student’s
details listening passage, he/she will
 explain the  researching and speaking discuss how calendars historically
presentation and gives
historical marks
developed and reached the present
development of  The teacher listens to
stage by eliciting ideas from the
calendar and its each student’s
students’ background
contributions to pronunciation and
human gives corrective
communication  The students listen carefully to the feedback
text and identify each sentence
given in the activity as correct or  The teacher asks the
 listen to each

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 idea in the wrong. students to conduct
paragraph and peer correction
understand its
meaning  The teacher reads each paragraph
twice; the students listen to him
very carefully and then identify the
correct sentences based on the
information therein
Speaking Speaking Speaking Speaking

 collect
information  collecting information  The teacher gets students collect  The teacher listens to
from people or from people or other different essential information each student’s
other references resources and talking from different people or other presentation and gives
and talk about about it sources and talk about it in the marks
different local class  The teacher listens to
calendars it in each student’s
few sentences pronunciation and
gives corrective
 The teacher gives guidelines to feedback
students how they collect data and
then asks them to collect  The teacher asks the
information from different sources students to conduct
on different calendars in Ethiopia peer correction
pronounce the
and report their findings to the
consonants[f] and [p]
whole class orally
correctly in different
 The teacher asks the students to
words pronounce the words that have
contained [f] and [p]sounds in five
of the sentences given in the
module. Moreover, he/she asks
them to come up with the same
type of words

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  -The teacher reads out different
pronouncing the consonants [f]
sentences that contained minimal
and[p] in spoken language and pairs, for example, ”pan” and
understanding them while “fan” and asks students to write
listening to different media down the correct word that they
have heard.
Reading Reading Reading Reading
 compare the  The teacher checks
Ethiopian and  comprehending the  The teacher discusses the historical how each student
European historical development of development of calendar by pronounces some
calendars interms calendar and its eliciting background information difficult sounds and
of counting time contribution to human from the students later on he/she gives
civilization  The teacher reads the passage to corrective feedback
the whole class loudly and students
follow him/her how he/she reads
 comparing/contrasting
local calendars against
each word, makes intonation and  The teacher assesses
stresses on certain words the attempt of each
Europeans
student from his/her
oral answers
 The teacher gets few selected
students to come to the front of
the class and read out the passage
 Self and peer-
loudly
correction

 The teacher gets each student read

Walks around each group and
the passage individually and
silently and answer the questions checks the students’
from the passage concurrently participation in the discussion

 The teacher asks the students to

discuss the benefits and

255 | P a g e
 disadvantage of the leap year (the
thirteenth month) of Ethiopia in
small groups

Vocabulary Vocabulary Vocabulary Vocabulary

 guess the
contextual  The teacher asks the students to
meanings of the  working out the work out the contextual meaning
contextual meaning of of the words given in bold in the The teacher evaluates each
words written in
words written in bold in reading passage when they are at students work and keeps a
bold
the passage while reading stage record
 use the words
taken from the  using the newly learnt
passage and words in everyday
discussed communication  The teacher asks students to use
contextually each word taken from the passage
either in spoken and construct their own sentences
or written
English Grammar
Grammar Grammar Grammar
 checks the
 use simple past  understanding the form of  First, the teacher discusses the verb understanding of the
tense in both simple past tense in patterns of simple past tense in the students through oral
spoken and different types of form of questioning and answering questioning
written sentences  The teacher discusses the uses of
communications simple past tense with a number
clearly of example sentences
 using simple past tense in  The teacher asks the students to
describing past actions or use the correct simple past tense
events form of the verbs given in
parenthesis to make the dialogue in
the textbook complete

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  self-correction after
final answers are given
 The teacher asks the students to fill from the teacher
in the spaces in the paragraph with
using simple past tense in  peer-correction
either simple present tense or
conditional type simple past tense forms of verbs

 The teacher asks the students to

describe any of the activity they
did a day ago or before using
simple past tense
Writing Writing Writing Writing
 develop any  developing ideas into a
sentence given small paragraph  The teacher asks the students to  The teacher first
as topic read the first and the second discusses the answers
sentence into a sentence written in the module in with students and then
using colon for different
paragraph form small groups. The teacher then he/she tells them the
purposes in writing asks them to explain the purposes correct answer.
of the two sentences and finally Accordingly, the
 use a colon he/she asks them to add one or students self-correct
correctly in more sentences that can further their answers
different written
texts
develop the paragraph  peer-correction
 The teacher discusses the different supported by the
where/when
uses of colon with different teacher
necessary
example sentences
 The teacher asks the students to
put a colon in the paragraph where
necessary individually

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 Unit Three: Road Safety
Learning outcomes: At the end of this unit, the students will be able to:
 expand their understanding about road safety
 listen to the text and find out specific information from each paragraph
 talk about their role in reducing car accidents
 identify and pronounce words with silent consonants in English correctly
 examine how road safety is respected and people free themselves from threats of car accidents
 compare and contrast the road safety in Ethiopia with//against some African or other developed countries
 work out the contextual meanings of the words given in bold in the passage
 use the newly learnt words in spoken or written sentences
 decide when and how to use gerunds and infinitives in sentences
 identify the words which are always followed by gerunds and infinities
 order ideas logically into a paragraph
 use capital letter correctly in different written texts

Minimum Learning Competence Language Items (Content) Learning Strategies Assessments

Listening Listening Listening Listening
 listen to the text and learn the
contextual meanings of six words  listening for specific  Before the students  The teacher
from the text details listen to the text, moves around
the teacher lets the each group ,
students discuss supervises how
 listen to a text carefully and work  collecting data about what road safety is each student is
out the specific information in each car accidents in and its benefits in participating in
paragraph Ethiopia from small groups the discussions
different resources and keeps records
and talking about the

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 findings to the class  The students
carefully listen to
the text and write
out the specific
information in
each paragraph
while they are
listening to the text

 The teacher reads

each paragraph
twice and the
students listen to
the teacher very
carefully and make
notes that help
them write out the
specific
information given
in each paragraph
Speaking Speaking Speaking
 The teacher
 make a dialogue about the role  conversation in a Speaking
evaluates the
students can play in reducing car dialogue
 The students presentation of
accidents in their area  identifying silent collect data on car each pair of
letters and accidents in students and gives
pronouncing English Ethiopia and its marks
words correctly negative
consequences and  The teacher gives
 identify the silent letters in English then make
corrective
words and pronounce the words dialogues in front
feedback to each
correctly of the class

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 student’s work
 The teacher asks  The teacher
the students how listens to their
they pronounce the pronunciation and
words: walk, talk, gives corrective
knee, know, feedbacks if
won’t, shan’t, errors are found
thumb, bomb,
out
condemn,
environment, etc.
 The teacherlistens
 -The teacher then to the
asks the students pronunciation of
to say out the the students and
words after gives corrections
 him/her as where necessary
repeatedly as
possible.

 -The students read

out the sentences
that contained the
above listed words
loudly

 The teacher asks

students to find out
many more words
that consist of
silent letters for
further practice

260 | P a g e
 Reading Reading Reading Reading
 define road safety
 reading for specific  The teacher
 explain the contributions of road
information discusses what
safety to the well-beings of humans
 what road safety is, road safety is, its  The teacher
its contributions to benefits, and evaluates how
 identify the stakeholders requirements that each student reads
the well-being of
 who are responsible for human and the role of enable to keep some difficult
maximizing the condition of road each citizen in roads safe words, make
safety keeping the rules of intonations and
road safety word stress
 The teacher reads
the passage to the peer correction followed
whole class loudly by the teacher’s support
and students
follow him/her
how he/she reads
each word, makes
intonation and
stresses on some
words

 The teacher selects

few students to
come out to the
front of the class
and read out the
passage loudly

 The teacher gets

261 | P a g e
 each student read
the passage
individually and Self and peer corrections
silently and answer
the questions while
reading it

Vocabulary Vocabulary Vocabulary Vocabulary

 guess the contextual meanings of the
words in bold in the passage  working out the  The teacher asks
contextual meanings the students to The teacher listens to
of words written in read the passage each student’s answer
 use the words taken from the bold in the passage carefully and work and asks other students
passage and discussed contextually
out the contextual for approval or
either in spoken or written English
meaning of the disapproval and finally
 using the newly words written in
learnt words in he/she gives them the
bold while reading
everyday final correction
the passage
communication

 asks students to
tell the contextual
meaning of each
word to him/her
and the whole
class individually

 The students tell

the meaning of
each word
individually

262 | P a g e
 Grammar
Grammar Grammar Grammar
 use both gerunds and infinitives in
their correct place and make  gerunds and  The teacher  The teacher first
communication clear infinitives discusses the verbs elicits answers
which are followed from students and
by gerunds and then he/she gives
infinitives with them the correct
different example answer
sentences.
Additionally,
he/she discusses
those verbs which
are followed by
infinitive without
to

 The teacher gets

students fill in the
spaces in the
dialogue with
infinitive, gerund
or infinitives
without to
individually

 reminds the
students to jot
down the short
note on gerunds
and infinitives
written in the
263 | P a g e
 module into their
notebook

Writing Writing Writing Writing

 order ideas into a paragraph logically
 Ordering ideas into a  The teacher writes peer correction supported
paragraph logically four jumbled by the teacher
use capital letters in their writing according  capitalizing word sentences on the
to the convention of the English language initials in proper blackboard and
nouns, names of asks students to
organizations, names put them into their
of languages, nations correct order
and nationalities and
 The teacher
when a new sentence
begins explains how to
order sentences
and build a
meaningful
paragraph
 The teacher asks
students to do the
activity on
sentences ordering
individually
 The teacher
discusses when
and where
capitalization is
used in English
with different
example sentences

264 | P a g e
  The teacher asks
the students to
read the paragraph
in which capital
letters are wrongly
used and then they
read and rewrite it
individually using
capital letters
correctly

265 | P a g e
 Unit Four: Endemic Animals in Ethiopia
Learning outcomes: At the end of this unit, the students will be able to:
 expand their awareness about Wallia Ibex
 listen to a text and find out a gist
 collect evidences and talk about one of the endemic animals in Ethiopia
 pronounce a velar voiced sound [ɱ] in any word correctly
 identify the endemic wild animals in Ethiopia and the places where they live in
 explain the benefits of such animals for the economic development of the country
 examine the extent to which these animals are protected
 work out the contextual meanings of the words given in bold in the passage
 use the newly learnt words in spoken or written sentences
 decide when and how to use prepositions in sentencescorrectly
 identify those words which are mostly not followed by prepositions
 familiarize themselves when and why to use each proposition
 Writing supportive details for the main idea
 use hyphen correctly in different written texts

266 | P a g e
Minimum Learning Language Skills and Content Learning Strategies Assessments
Competencies
Listening Listening Listening Listening
 listen to a text  listening for gist  Before the teacher reads the  The teacher assesses
carefully and find listening passage, he/she the students’
out a gist discusses where Wallia Ibex performance based
 describing one of the is found, its body structure, on their oral
endemic wild animals in its main food, living style responses
 describe Wallia Ibex Ethiopia orally and the like
 gives instructions to
students to carefully listen  The teacher observes
to the text and write out the and records if he/she
main point in few sentences finds any serious
difficulties

 reads each paragraph twice

and the  The teacher asks
 students listen to him/her students to form
very carefully and make small groups and
notes that help them later discuss their answers
write out an acceptable
theme
Speaking Speaking Speaking Speaking

talk about one of the  describing Walia Ibex  collectimportant  The teacher listens to
endemic wild animals in infront of the class information and speak about the students’
Ethiopia individually to the  pronouncing velar voiced one of the endemic animals pronunciation and
whole class sound correctly for in Ethiopia individually in gives correction if
successful communication front of the class he/she finds out
 The teacher asks the errors
students how they
-Pronounce the velar voiced pronounce the velar voiced

267 | P a g e
[ɱ] correctly in different sound[ɱ] in different  The teacher checks
oral communicative English words and then the answers of each
situations he/she asks the students to student
pronounce different words
that have contained this
sound after him/her as
repeatedly as possible.

 The teacher gets students

read out the sentences that
contained the above listed
words

 asks students to find out

many more words that
consisted of velar voiced
sound

Reading Reading Reading Reading

 identify the wild
animals levelled as  identifying and  The teacher discusses what
endemic in Ethiopia, recognizing the wild endemic animals are, where
their geographical animals levelled as they live, their benefits to
location, their endemic in Ethiopia, their the economic development
benefits for the geographical location and of the country and their
economic examining their economic present situation
benefits  The teacher reads the
development and
passage to the whole class  peer correction
their current life supported by the
conditions loudly and students follow
him/her how he/she reads teacher
each word, makes

268 | P a g e
 intonation and stresses some
words
 The teacher assesses
how each student
 The teacher gets few pronounces certain
selected students to come to difficult words,
the front of the class and makes intonation
read out the passage loudly and stresses on some
words
 The teacher gets each
student read the passage
individually and silently and
answer the questions from
the passage as a while
reading activity

Vocabulary Vocabulary Vocabulary Vocabulary

 guess the contextual
meaning of the  working out the  The teacher asks the  The teacher gets
words given in bold contextual meanings of students to work out the students conduct
in the passage words written in bold in contextual meaning of the peer correction with
the passage words given in bold in the teacher’s support
 use the words taken reading passage when they
from the passage and  using the newly learnt are at while reading stage
discussed words in everyday
contextually either in communication
spoken or written  The teacher asks students to
English use each word taken from teacher correction
the passage and construct
their own meaningful
sentences

269 | P a g e
 Grammar Grammar Grammar Grammar
 use prepositions in
their correct place in  Prepositions (to,for,at. in,  The teacher discusses how  checks the
sentences and make out, ,off, of, with ,over, and when we use different performance of each
communication clear by, up…) prepositions in different student based on
sentences his/her oral
responses
 The teacher gives students
short notes on the use of
prepositions on the
blackboard
- teacher’s correction
 The teacher asks students to
fill in the blank spaces in
the paragraph with the
correct preposition from the
lists given in the table

Writing Writing
Writing Writing
 The teacher writes one topic
 write logical and
reasonable  supplying logically sentence on the blackboard
coherent supportive and then he/she asks the
supportive details to
details to the main idea of students to add some more
a main idea (topic
a paragraph ideas that can expand the
sentence) of a
paragraph  using hyphen content in the topic sentence peer assessment based onthe
being in pair
guidelines that the teacher
gives
 use hyphen in
 The teacher gives another
different written
topic sentence individually
texts correctly
and asks students to develop

270 | P a g e
 it by adding more
supportive details self-correction supported by
the teacher
 After giving further
explanation on the above
activity, he/she asks the
students to select their own
topic sentence and write a Peer correction
complete paragraph

Peer correction
 The teacher discusses how
and why hyphen is used in
different sentences with
different example sentences

 gets students read the

paragraph in which a
hyphen is missing and then
asks them to insert a hyphen
where necessary
individually

271 | P a g e
 Unit Five:Dairy
Learning outcomes: At the end of this unit, the students will be able to:
 list out the basic requirements to carry out dairy farming
 listen to a text and complete the paragraph with correct words/phrases
 debate on the title, “continuing with Ethiopian origin cows versus the hybrid ones in getting quality Milk
 pronounce long [u: ] and short [u ] vowels correctly
 discuss the present status of dairy farming and possible measures that can help improve itespecially in the context of Ethiopia
 work out the contextual meanings of the words given in bold in the passage
 use the newly learnt words in spoken or written sentences
 decide when and how to use “going to” and “will” in sentencescorrectly
 determine how premeditative actions are better expressed with “going to”
 Prepare an outline for a paragraph
 use exclamatory mark correctly in different written texts
Minimum Learning Competencies Language Skills and Content Learning Strategies Assessments
Listening Listening Listening Listening
 examine and develop their  listening for specific  Before the teacher  The teacher
understanding about the status information reads the listening assesses the
of dairy farming in Ethiopia as passage, he/she students’
compared to other developed gets students performance based
countries  debating on the title, discuss the status on their oral
“Ethiopian Cows versus the of dairy farming responses
Hybrid Ones in Getting in Ethiopia as
 listen to the text Quality Milk” compared to other
carefully and find out specific developed
information countries
 The

272 | P a g e
 teacherobserves
and keeps into
 gives instructions his/her memories
to students to
if students have
carefully listen to
each paragraph in serious difficulties
the text and make when the reading
short notes which is going on
will be later used
to write specific
and essential
information from
each paragraph

Speaking

Speaking

 Before the
students conduct

273 | P a g e
 Speaking the debate, the
teacher discusses
what a debate is,  follows up the
major procedures opinion of each
Speaking  debating in different
essential in student while
situations for or against he
premise conducting debating for or
debate, how to against the premise
 express their position while prepare oneself and keeps a record
debating  Pronouncing long [u: ] and for debate and the
short [u ] vowels like.
 pronouncelong [u: ] and short
[u ] vowels in their speeches or
understand them from while
listening to different media  After the students
have developed
their awareness
about debating,
the teacher gives
them time to
prepare them
themselves.

 Accordingly, they
collect all the
essential
evidences from
experts or written
documents and
conduct their
debate under the
title, “Ethiopian
Cows versus

274 | P a g e
 hybrid Ones in
getting quality
Milk”

 The teacher asks

the students how
they pronounce
long [u: ] and
short [u ] vowels
in different words

 The teacher gets

students read out
the words with
the above vowels
in different
sentences turn by
turn
 The teacher asks
students to find
out many more
words that
contain long [u: ]
and short [u ]

Reading Reading Reading Reading

 develop their awareness about  analyzing the benefits and  The teacher
275 | P a g e
 dairy farming, its status in the present status of dairy discusses what
Ethiopia, its contribution in farming in Ethiopia dairy farming is,
keeping the health of the its benefits in  The teacher
people and boosting up the keeping the health assesses the clarity
economy of the country of the people and of the discussion
boosting up the by raising revision
economy of the questions
country, basic
requirements for
better dairy
farming and its
present status in
Ethiopia by
eliciting
background
information from
the students

 The teacher reads

the passage to the
whole class
loudly and
students follow -peer correction
him/her how
he/she reads each
word, makes
intonation and
stresses some
words

 The teacher gets

few selected

276 | P a g e
 students to come
to the front of the
class and read out
the passage  In the next class,
loudly
the teacher asks
the students to
 The teacher gets form small groups
each student read and discuss their
the passage answers and report
individually and their final
silently solutions to the
and answer the questions whole class
from the passage at the through group
same time representative

 The teacher asks

students to find
answer to the
following puzzle
as homework:
“Ethiopia is the first in
Africa in its life stock
resource; contrarily, it is
the first in importing
milk products from other
countries which have less
number of life stock.”
What should be done to
solve this paradox?

277 | P a g e
Vocabulary Vocabulary Vocabulary Vocabulary
 guess the contextual meaning  working out the contextual  The teacher asks -peer correction supported
of the words given in bold in meanings of words written the students to by the teacher
the passage in bold in the passage work out the
contextual
meaning of the
 use the words taken from the  using the newly learnt words given in
passage and discussed words in everyday bold in the
contextually either in spoken or communication reading passage
written English while they are
reading it

 The teacher asks

the students to
use each word
taken from the
passage and
construct their
own meaningful
sentences

- Grammar Grammar Grammar Grammar

use “going to” and “will”in
their correct place in sentences Using “going to” and “will”  The teacher gives Self and peer correction
and make communication clear them different
situations that need
going to or will and
asks them to discuss
in pair and decide the
correct form
 The teacher gives

278 | P a g e
 them short note
accompanied by
explanations
 The students do Self assessment
further activities in
the module
Writing Writing Writing Writing
 produce/generate relevant
outline for any piece of  preparing an  The teacher
writing as an initial practice outline( idea discusses the
generation) for importance of
paragraph writing writing outlines
 using exclamatory before writing a
mark paragraph and
how to prepare
outlines for a
paragraph at
initial stage of
writing
 asks the students
to write down a
few phrases that
 use exclamation mark enable to write a
in different written paragraph on the  The teacher
texts correctly title, “ My supervises the
Mother” participation of
 The teacher asks each student in the
the students to group by moving
prepare outlines around different
on titles of a rows of students
paragraph such
as: the importance

279 | P a g e
 of drinking milk,
My Pen, Why
should I Learn Per evaluation
English? etc.
being in pair
 asks students to
select their own
title for paragraph
writing and
prepare outlines
at home

 The teacher
discusses how
and why
exclamatory mark
is used in
different
sentences with
different example
sentences

 The teacher asks

the students to
use exclamatory
mark in the short
paragraph given
in the module

280 | P a g e
 Unit Six: Land Conservation
Learning outcomes: At the end of this unit, the students will be able to:
 examine the present situations in handling land especially in our country and decide what to contribute
 listen for general information and reflect on it
 discuss “The contribution of every citizen in land conservation”in small groups
 pronounce long [i: ] and short [i ] vowels correctly
 enhance their awareness about land conservation in Ethiopia currently and the hazardthat would result in if not properly
conserved
 work out the contextual meaning of the words given in bold in the passage
 use the newly learnt words in spoken or written sentences
 determine how to use countable and uncountable nouns in different sentences correctly
 convert outlines into sentences and develop a paragraph
 reinforce their skills of using comma correctly in different written texts

281 | P a g e
 Minimum Learning Language Skills and Content Learning Strategies Assessments
Competencies
Listening Listening Listening Listening
 listen to the text  listening for general  Before the teacher reads
carefully and find out information the listening passage,  The teacher assesses
general information he/she discusses the the students’
contribution of every performance based
citizen in land on their oral
conservation responses

 The teacher gives  The teacher observes

instructions to students to serious difficulties
listen to the information in and keeps records
each paragraph and work into his/her memory
out the most essential
information that controls
the whole text

 The teacher reads each  Teacher’s corrective

paragraph twice, students feedback
listen to him/her very
carefully and make notes
that help them later write
the theme of the whole text

282 | P a g e
Speaking Speaking Speaking Speaking
 discuss in groups and  group discussions on the  The students form a group
solve different contribution of every of four and discuss the
problems citizen in land contribution of each citizen
conservation in conserving land.
- The teacher gives comment
 After the students have on each presentation
 Pronouncing long [u: ] finished the discussion, the
and short [u ] vowels group representative Teacher listens to the
Pronounce long [i: ] and short
presents the highlight of students’ pronunciation and
[i ] vowels correctly
their discussions to the gives feedback
whole class

 The teacher asks the -The teacher listens to some

students how they students’ words and gives
pronounce long [i: ] and feedback
short [i ] vowels in
different words

 The teacher gets students

read out the words that
contain the above vowel
sounds

 asks students to find out

many more words that
contain long [i: ] and short
[i ]

283 | P a g e
 Reading Reading Reading
 enhance their  The teacher discusses how Reading
knowledge about how  developingknowledge land is conserved in
land is conserved about the land Ethiopia and the negative  The teacher gets
currently in Ethiopia conservation in Ethiopia consequences if not students conduct
and the hazard if land and recognizing the properly conserved by peer correction on
is not properly negative consequence if eliciting background the answers each
conserved not conserved properly information from the student has given to
students each question from
 The teacher reads the the passage
passage to the whole class
loudly and students follow
 Observing the
him/her how he/she reads
special actions the
each word, makes
students are
intonation and stresses
showingand
some words
discussing the
 The teacher gets few
problem later after
selected students to come the class
to the front of the class and
read out the passage loudly
 he teacher gets each  teacher’s corrective
student read the passage feedback
individually and silently
and answer the questions
from the passage while
reading it

 The teacher asks students

to discuss the question
presented below in groups  Teacherlistens to
and suggest remedial different solutions

284 | P a g e
 solutions. and gives comment
“The population in rural area is
increasing at an unprecedented
rate and the present size of arable
land is not enough to feed each
family member. What should be
done?
Vocabulary Vocabulary
 guess the contextual Vocabulary
meaning of the words  The teacher asks the  The teacher checks
given in bold in the  working out the students to work out the asks students to
passage contextual meanings of contextual meanings of the carry out peer
words written in bold in words given in bold in the correction
the passage reading passage when they
 use the words taken
from the passage and  using the newly learnt are at while reading stage
words in everyday  The teacher asks students
discussed contextually
communication to use each word taken
either in spoken or
from the passage and
written English
construct their own
meaningful sentences

Grammar Grammar Grammar  Observation and

 use “both countable oral further
and uncountable nouns  using countable and  The teacher discusses how instruction
correctly and make uncountable nouns to use countable nouns and
communication clear correctly in different uncountable nouns with
sentences singular and plural verbs

 discusses how to determine

the verb after countable
plural nouns when
preceded by one of, none

285 | P a g e
 of, either of, etc.
 The teacher asks students
to fill in the space in each  Teacher’s correction
sentence either with plural
or singular verb (exercise
in the module)
Example: One of my friendsis a
foreigner.
 The teacher asks the
students to jot down the
notes given on the use of
nouns in the module into
their notebook
Writing Writing Writing Writing
 convert outlines into
coherently arranged  converting outlines into  The teacher discusses how
sentences to develop sentences (first draft) to convert outlines into
different types of  Strengthening the sentences that enable to
paragraphs understandingof using build a paragraph with
comma in writing different examples
 reinforce their
capacity in using a
 The teacher collects
comma in different  asks the students to each student’s work
written texts produce different outlines and gives it marks
on different titles and then
convert them into different
sentences  Self-correction with
 The students are provided support from the
with different paragraphs teacher
in which a comma is
missing and then they are
asked to insert a comma
where necessary

286 | P a g e
 Unit Seven: Volunteerism
Learning outcomes: At the end of this unit, the students will be able to:
 Be motivated to live for others and get the top most satisfaction
 listen to the text and complete the paragraph with correct sentences
 play the role of different characters as a helpless citizen, volunteer, corrupted person and show their play to the class
 pronounce [ ə] vowel correctly
 develop positive attitude towards volunteerism and get the priceless satisfaction
 work out the contextual meanings of the words given in bold in the passage
 use the newly learnt words in spoken or written sentences
 recognize the form of past perfect tense and use it correctly in different communicative situations
 use past perfect tense for different purposes in different contexts
 writing a conclusion to a paragraph
 strengthen their awareness of using semi-colon and colon correctly in different written sentences

287 | P a g e
 -
Minimum Learning Language Skills and Content Learning Strategies Assessments
Competencies
Listening Listening Listening Listening
 listen to the text  listening for specific  Before the teacher reads  The teacher assesses
carefully and write out information the listening passage, the students’
sentences to complete  role playing he/she discusses the performance based
the paragraph importance and purposes of on their oral
volunteerism responses
 inculcate the
importance and
purposes of  The teacher gives
volunteerism instructions to students to
listen to the information in
each paragraph in the
listening text and complete
the blank spaces in the
paragraph that they are
given as exercise
 first, eliciting
answers from
 The teacher reads each students and then
paragraph twice, students answers from the
listen to him/her very teacher
carefully and fill in the
blank spaces with correct
words or phrases

288 | P a g e
 Speaking Speaking Speaking Speaking
roleplay as three characters  The students represent  The teacher watches
 role play in a small
three characters who have the play of each
drama Pronouncing [ə ] vowel different antagonistic group and gives
 Pronounce [ ə] vowel correctly in a sentence behaviours
correctly in different marks based on
words his/her criteria that
 The teacher asks the he/she sets earlier
students how they  The teacher listens to
pronounce the vowel [ ə] the students’
in different words pronunciation and
 The teacher gets students gives feedback if
read out the words that errors are found out
have consisted of the above
vowel sound in different
sentences
 asks students to find out
many more words that
contain [ə ] sound

Reading Reading Reading Reading

 develop an attitude that
leads them to
-developing positive attitude  The teacher discusses how
volunteerism to get the towards volunteerism : an volunteerism can give the
top most satisfaction in action that leads to supreme top most satisfaction in life
their life satisfaction
 The teacher reads the
passage to the whole class
loudly and students follow
him/her how he/she reads

289 | P a g e
 each word, makes
intonation and stresses
some words

 The teacher gets few

selected students to come
to the front of the class and
read out the passage loudly

 The teacher gets each

student read the passage
individually and silently
and answer the questions
from the passage as a while
reading activity

 The teacher asks students  The teacher gets

to debate for or against the students conduct
question presented below peer correction on
in groups and forward their the answers each
opinions. student has given to
“Do you think that having money each question from
is necessarily the criterion for the passage
carrying out volunteerism?

 Listens to each
group’s opinion
and gives
comment

290 | P a g e
 Vocabulary Vocabulary Vocabulary Vocabulary
 guess the contextual
meaning of the words  working out the  The teacher asks the  Peer correction
given in bold in the contextual meaning of students to work out the supported by the
passage words written in bold in contextual meaning of the teacher
the passage words given in bold in the
 using the newly learnt reading passage while they
 use the words taken
words in everyday are reading it
from the passage and  Teacher’s corrective
communication
discussed contextually feedback
either in spoken or  The teacher asks students
written English to use each word taken
from the passage and
construct their own
meaningful sentences

Grammar Grammar Grammar Grammar

 use “ past perfect tense
for different purposes  using past perfect tense  The teacher discusses the
correctly and make correctly in any type of forms of past perfect tense
communication clear communication through different examples

 discusses the uses of past

perfect tense using
different example
sentences
Teacher’s corrective
feedback
 asks students to fill in the
blank spaces in the
dialogue either with past
perfect or simple past
tense.

291 | P a g e
  The teacher asks the
students to jot down the
notes given on the use of
past perfect tense in the
module into their
notebook

Writing Writing Writing

 write a conclusion to a Writing
paragraph  writing a conclusion to
 reinforce their skill in
a paragraph  The teacher asks students  Peer assessment
using semi-colon and  using semi-colon and what a conclusion is, the after giving
colon colon correctly in a qualities of a good guidelines
sentences conclusion, etc.

 asks the students to read  Feedbacks in groups

the model conclusion of a  Peer correction
paragraph and study it
carefully
 The students are provided
with different paragraphs
in which semi-colon and
colon are missing and then
the students are asked to
insert either semi-colon or
colon where necessary

292 | P a g e
 Unit Eight: Fitness
Learning outcomes: At the end of this unit, the students will be able to:
 work hard to achieve fitness in all aspects
 listen to the text and find out main ideas from each paragraph
 argue for or against a premise and develop their skills of persuasion
 pronounce [ ɔ] sound correctly in different words
 describe the benefits of fitness and actions to be taken to achieve it
 work out the contextual meanings of the words given in bold in the passage
 use the newly learnt words in spoken or written sentences
 add tag questions to both affirmative and negative statements in different tenses
 write sentences that have unity of ideas in a paragraph
 use apostrophe correctly in different written sentences

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 Minimum Learning Language Skills and Contents Learning Strategies Assessments
Competencies
Listening Listening Listening Listening
 examine the facts in  Before the teacher  The teacher
 listening for gist
 the passage and utilize reads the listening assesses the
them to keep their own  making dialogue passage, he/she students’
fitness  efforts required to discusses the performance
achieve fitness importance and based on their oral
 the contributions of purposes of fitness responses
 develop an attitude fitness as life skill
that accepts fitness as -
a modern healthy way  The teacher gives
of life instructions to students
to listen to the
information in each  The teacher
 listen to spoken paragraph and find out observes the
sources carefully and the central idea difficulties of the
find out gists
students and
keeps a record
 The teacher reads each
into his/her
paragraph twice,
memories
students listen to
him/her very carefully
and make notes that
help them later come
up with the theme of
the text

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 Speaking Speaking Speaking Speaking
 argue for or against on  The students argue for
the title, “Can fitness or against the title,
be achieved by all  Pronouncing [ɔ] vowel “Can fitness be
The teacher checks the
people?” correctly to achieved by all
pronunciation of each
 pronounce [ ɔ] vowel communicate properly people?”
student and gives
correctly in different
words corrective feedback
 The teacher asks the
students how they
pronounce the vowel
[ɔ] in different words

 The teacher gets

students read out the
words that contained
the above vowel sound
after him
 asks students to find
out many more words
that contain [ɔ]
sound
Reading Reading Reading Reading
 understand that  inferring views from the  The teacher discusses  checks the
achieving fitness is text why fitness is required performance of
treating oneself and how can people each student
without any achieve it based on his/her
expenditure  developing positive self-expression
attitude towards fitness and gives value

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 -The teacher reads the passage
to the whole class loudly and
students follow him/her how
he/she reads each word, makes
intonation and stresses some
words

-The teacher gets few selected

students to come out to the
front of the class and read out
the passage loudly

-The teacher gets each student

read the passage individually -First, the teacher elicits
and silently and answer the answers from students
questions from the passage as a and then he/she gives the
while reading activity final answer
Vocabulary Vocabulary Vocabulary Vocabulary
 guess the contextual
meaning of the words  working out the  The teacher asks the
given in bold in the contextual meanings of students to work out
passage words written in bold in the contextual
the passage meanings of the words
given in bold in the
 use the words taken reading passage when
from the passage and  using the newly learnt they are at while
discussed contextually words in everyday reading stage
either in spoken or communication Peer correction
written English

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  The teacher asks
students to use each
word taken from the
passage and construct
their own meaningful
sentences
Grammar Grammar Grammar self-correction supported
 add the correct tag by the teacher
question to  using tag questions to  The teacher discusses
statements either in get confirmation or how tag questions are
affirmative or disapproval from the added to either
negative form interlocutor affirmative or negative
statements in different
tenses

 The teacher asks

students to add
different tag questions peer feedback
to the statements given
in the module.

 The teacher asks the

students to jot down the
notes given on tag
question formation the
module into their
notebook
Writing Writing Writing Writing
 achieve unity of ideas
in a paragraph  achieving unity in a  The teacher asks  The teacher asks
paragraph students to read two students to work
 use apostrophe
correctly in different  using apostrophe paragraphs in the in pair and pick

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 written texts correctly with regular module being in pair up the sentence
singular countable and find out a sentence that has affected
nouns, regular plural that has affected unity unity of ideas in
countable nouns , of ideas the paragraph
irregular singular  The teacher discusses  Asks each student
countable nouns and how apostrophe is used to tell the
irregular plural to show possession for sentence which
countable nouns in singular regular nouns, has no purpose in
different sentences regular plural nouns,, the paragraph
irregular singular nouns with evidence
and irregular plural  After the
nouns with different students’ attempt,
example sentences the teacher gives
students detailed
 - asks the students to explanation what
use apostrophe unity is and how
correctly in the unity is achieved
paragraph given as an in a paragraph
activity in the module  The teacher gives
individually students home
work that they
further practise on
unity of ideas in a
paragraph
 Peer-correction
supported by the
teacher

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 Unit Nine: Self-expressions
Learning outcomes: At the end of this unit, the students will be able to:
 identify their rights and duties when they express themselves freely
 listen to the text and find out specific information
 compare/contrast the law ofself-expression in Ethiopia and the real practice s on the ground
 pronounce [ ai ] and [ i] sounds correctly in different words
 recognize what self-expression is, how it is practised and the duties and rights of the citizens when they attempt to put the
right to self-expression into practices
 decide the extent to which they are free to express their ideas without any anxiety
 work out the contextual meanings of the words given in bold in the passage
 use the newly learnt words in spoken or written sentences
 use active and passive voices in simple present tense form correctly for different communication
 use appropriate adjectives to describe people
 strengthen their skill of using capitalization in writing

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Competencies Language Skills Learning Strategies Assessments
Listening Listening Listening Listening
 recognize their  listening for specific  Before the teacher reads the  The teacher
responsibilities and information listening passage, he/she assesses the
duties so as to freely discusses the contributions of students’ level of
express themselves self-expressions in building awareness about
 talking about the up democratic and civilized self-expressions
mechanisms in which society based on their oral
 listen to the text self-expression are responses
carefully and find out specific exercised in Ethiopia
information  The teacher gives
instructions to students to
listen to the information in
each paragraph and find out  The teacher gives
the specific information guidelines to
students and make
them correct each
 The teacher reads each other’s answer
paragraph twice and the
students listen to him/her
very carefully and make
notes that help them later
write important ideas from
each paragraph

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Speaking Speaking Speaking Speaking
 talk about the areas  The teacher discusses how  The teacher
where self-expressions individual speeches are listens to each
 the extent to which
are exercised as citizens prepared In the same way, student’s speech
in Ethiopia laws of-self-expressions the students prepare
are practically put into and gives marks
 pronounce the vowels [ themselves and talk about the  The teacher
ai] and [ i] correctly in practices areas where elf-expressions
 pronouncing the vowels checks the
different words are exercised with particular pronunciation of
[ai] and [i] correctly in reference to the Ethiopian
sentences the students and
context gives corrective
 further practices in using  The teacher asks the students feedback where
capital letters in written how they pronounce the necessary
texts vowels [ai] and [i] in  -The teacher
different list of words
checks the work
of the students
 The teacher gets students and gives
read out the above vowel feedback
sounds in different words
given with in a sentence

 asks students to find out

many more words that
contain [ai] and [i] sounds

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 Reading
Reading Reading Reading
 recognize what self-
expression is, how it is  comprehending what  The teacher discusses why
practised and the duties self-expressions are, how self-expressions are
and rights of the citizen they are practised and important for human beings,
while they are their connection with how should they be practised
attempting to put the responsibilities and and what the responsibilities
right to self-expression duties and duties expected from
into practices citizens are in implementing
them

 The teacher reads the

passage to the whole class
loudly and students follow
him/her how he/she reads
each word, makes intonation
and stresses some words
 The teacher gets few selected
students to come to the front The teacher gets students
of the class and read out the conduct peer correction
passage loudly

 The teacher gets each student

read the passage individually
and silently and answer the
questions while they are
reading
Vocabulary Vocabulary Vocabulary Vocabulary
 guess the contextual
meaning of the words  working out the  The teacher asks the students
contextual meanings of to work out the contextual

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 given in bold in the words written in bold in meaning of the words given self-correction supported
passage the passage in bold in the reading by the teacher
 using the newly learnt passage when they are at
 use the words taken words in everyday while reading stage
from the passage and communication
discussed contextually
either in spoken or
written English

Grammar Grammar Grammar

 convert few active voice
sentences into passive  active and passive Grammar
voices
form and the vice-versa  The teacher explains the
form of passive voice in
simple present tense with
 use both voices in
different example sentences
different situations for
different purposes
correctly  The teacher asks the
students to convert three Whole class discussions
simple present active voice on the answers
sentences into passive form
being in small groups

 The teacher asks the

students to copy down the
short note on passive voice
written in the module

Teacher’s corrective
 The teacher asks the

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 students to fill in the blank feedback
spaces in the paragraph with
either active or passive form
of the verb given in
parenthesi

Writing Writing Writing Writing

 use appropriate -The teacher asks the students the
adjectives to describe  adjectives that enable to
type of adjectives that they use in
people describe the physical
describing people
appearance , personality,
 reinforce their skill in
wearing style, age, likes, -The teacher asks the students to
using capital letters in
dislikes, hobbies, etc., of read the different adjectives listed in
different written texts
a person the module having the view that they
are important to describe the
physical appearance , personality,
wearing style, age, likes, dislikes,
hobbies, etc., of a person

-The teacher reads out the model

self-description paragraph written in
the module using the adjectives
discussed above
The teacher reads each
-The students study the model student’s paragraph and
paragraph very carefully and gives marks
describe themselves in the same The teacher moves
way. around each row of
The teacher refreshes back the students and checks the
students’ memory on the use of work of each pair of

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 capital letters on writing. students
-The teacher writes three to four -The teacher collects the
contextualized sentences on the notebooks of the students
blackboard and asks students to and gives direct
capitalize the initial of the words correction
that need capitalization being in pair
-The teacher asks the students to
capitalize the initial of the words
where necessary in the two
paragraphs

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 Unit Ten:
Computer Development
Learning outcomes
At the end of this unit, the students will be able to:
 understand the role of computer in boosting up the field of agriculture
 listen to the text and write out one main idea from each of the three paragraphs
 discuss in groups computer generations and appreciate how much great achievements require strong determination, a
long time patience and undergoing serious challenges
 Pronounce any word which consists of the vowels short [a] and long [a:] correctly and avoid confusion during listening
as well
 explain how a computer was innovated, the generation it has currently reached and its contribution in simplifying work
for human
 identify different computer programmes
 describe the disadvantage of computer
 match the words written in bold in the passage with their synonyms given after it
 use the words used in the passage and their synonyms in different communicative settings alternatively
 join two sentences using “because”, “but” or “or” either in spoken or written sentences
 use each sentence connector given above to join two sentences
 use semi-colon correctly in different written texts

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Minimum Learning Language Learning Strategies Assessments
Competencies Items/Content

Listening Listening Listening Listening

 discuss the role a  explaining the  Before the teacher reads the  The teacher evaluates
computer has played historical listening passage, he/she allows the the students’
in modernizing the development of students to discusses how a performance based on
agriculture field computer computer has radically changed the their oral responses
being in small  listening for gist agricultural practices in the
groups developed countries
 The students discuss what we  The teacher assesses the
 listen to the written  explaining and Ethiopians should do to come closer views of each student
text and work out its appreciating the to such advanced agricultural based on the criteria
gist value of hard practices using a computer he/she sets
work, patience  The teacher gives instructions to  Observes the attention
and capacity to students to carefully listen to the of the students and
resist challenges teacher when he/she reads out the keeps a record
text loudly, make notes from each
paragraph and write out the main  The teacher collects the
idea of the whole text as reading the students’ notebooks and
text is over gives correction
 The teacher gives them time to
organize their notes and write out
the gist of the listening tex

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 Speaking Speaking Speaking
Speaking
 collect different
information from  expressing
different sources and different views  listens to each students
discuss in groups or in a group or  The teachers asks students to collect speech and gives value
pairs other interactive different information on the based on the criteria
situations contributions and disadvantages of a he/she sets
 pronounce the vowel  pronouncing the computer, bring them to class and
sounds short [a] and vowels[a] and speak for two minutes in front of the
long [a:] correctly long [a:] class
and understand them correctly in
when they listen to spoken language  The teacher writes short [a] and long
spoken sources as and while [a:] on the blackboard and asks the  The teacher listens to the
well listening from students to pronounce them pronunciation of the
different texts  The teacher pronounces each word students and gives them
and asks students to pronounce in the feedback
same way after him/her
 The teacher checks the
 The teacher writes two groups words words the students have
that contained short [a] and long [a:] written and gives
 The teacher reads out each of the feedback
sentence that contained minimal pairs
and asks the students to listen to
him/her and write down the word that
they hear
Reading Reading Reading Reading
 analyze the different
historical  comprehending  Before reading the passage, the
development of the historical teacher discusses what a computer is,
computer and development of its historical development and its
understand the computer contribution to human advancement The teacher checks the

308 | P a g e
 extent to which it  Analyzing the understanding level of the
has influenced the influence of students by asking oral
life of people in computer almost  The teacher reads the passage to the questions
different walks of at all level of whole class loudly and students
life human life follow him/her how he/she reads each
 identifying the word, makes intonation and word
level stress  The teacher checks how
different types of each student has
computer pronounced certain
words, made intonation
and stressed on words
 The teacher gets few willing students with different functions
to come to the front of the class and
Grammar
read out the passage loudly
 use simple past
 The teacher gets
tense in both
students conduct peer
spoken and written  The teacher gets each student read the correction along with
communications passage individually and silently and his/her own support
clearly answer the questions from the
passage concurrently
 The teacher checks what
each student has
attempted using his/her
own strategy
Vocabulary Vocabulary Vocabulary Vocabulary
 develop their stock
of vocabulary and  matching words  The teacher discusses what synonym
enhance their level written in bold is using different examples at
of communication in the passage sentence level.
with their  The teacher moves
synonyms listed around each row of
after the  The students find out synonyms for
students and checks how
passage each of the words written in bold in
each student is
the passage by discussing in small
participating
groups and using a dictionary

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  The teacher asks students to use the
words written in bold or their
synonym in their own different
sentences

 Peer assessment
supported by the teacher

Grammar
 construct different Grammar Grammar Grammar
sentences with
present perfect tense  The form of  The teacher asks students to write
correctly present perfect the forms of present perfect tense in
tense in different types of sentences with  The teacher checks the
different types different subjects background knowledge
 use present perfect of the students from
tense in different of sentences
their oral answers
situations  The teacher explains the forms of
when/where  The uses of the tense with different example
necessary present perfect sentences by eliciting background
tense to knowledge from the students
describe
 use present perfect different
tense in describing activities  The teacher asks students to
an action that began complete each spaces in the
in the past and is still paragraph using the correct verb  self-self-correction and
going on at the time form of the present perfect tense then the teacher gives
of speaking the correct answer
 The teacher asks the students to
 describe an action write two present perfect tense
that began in the sentences that describe actions that
past and stopped just began in the past and are still going
 The teacher gives

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 at the time of on at the time of speaking feedback to each
speaking student’s attempt
 use present perfect
tense under most  teacher corrective
circumstances with feedback
words such as just,
already, so far, since
then, until now,
ever, never etc to

Writing Writing
 expanding ideas using“because”, Writing Writing
using (because, but “but”and“or” in
or or in written joining two sentences  The teacher begins the discussions  The teacher evaluates
communications by asking students to tell him/her the awareness of the
how each connecting device is used students from their
in joining two sentences. attempt

 The teacher reinforces the discussion

by adding some more example
sentences and writing them on the
blackboard -

 After the discussion, the teacher asks

the students to join the three pair of
sentences individually using the
-teacher correction
connecting devices discussed above

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  The teacher asks students to use the
devices “because”, “but” or “or”
and construct their own sentences
based on their background
knowledge

 The teacher asks the students to fill

in the blank spaces in the short
-peer correction supported by
paragraph using one of the three
connecting devices discussed above the teacher
 The teacher reminds the students to
read the short note given in the
module and jot it down into their  Teacher correction
notebooks
 The teacher asks students when to
 use semi-colon at the use the semi-colon in any
right place in  The teacher writes different pair of
different written simple sentences connected by a
texts semi-colon and explains why it is  self-correction
 sing semi-colon used to connect them supported by the teacher
for different  The teacher asks the students to put  Self and peer feed-back
purposes in a semi-colon where necessary in the
written English short paragraph given in the module

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 Grade Eight English Language Syllabus for Grade 8

Unit One: Economic activities in rural areas

Learning Outcomes: At the end of this unit, learners will be able to:

 .Listen to a text and identify important details;

 Talk about common economic activities in their village;
 Ask and answer questions about the economic activity of their village;
 Read a text and identify main ideas;
 Transfer information from a reading text in to a table; and
 Write five sentences about the main economic activities in their area.

Competencies Contents/language items Learning Strategies Assessment

Listening
 Teacher randomly asks
 Learners listen to the speakers’ explanation and
 Listen to and  Short listening text learners whether they tell
list the main economic activities
comprehend in which different the main economic
speeches of speakers explain the activities of rural areas
different persons main economic from the explanation of
activities in rural different speakers on rural
areas. economic activities and
check their listening skills.
 The teacher checks
 In pairs, learners’ prepare 10 interview questions
 Ask and respond whether the learners’
on what they want to know about the economic interview each other in a
to ‘wh’ questions.
natural way (Not reading
activities in rural areas and interview each other.
from a manuscript).

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 Speaking Then, report the interview result orally to the
class.
 Interview each
(e.g. What are rural activities? what are economic
other about the
activities? What are non-farming rural activities?
economic activities
What is/are the main economic activity/ies in
in their area using
your area?
‘wh-‘questions.

Pre-reading
 Brainstorming (What are economic activities? Do
rural and urban areas have similar economic  Teacher arranges peer
evaluation of the
activities? Why...?)
comprehension questions
 Teacher encourages learners to have a discussion providing correct answers
Reading to the comprehension
about the topic of the reading
questions.
While reading
 A reading passage
 Identify main
on ‘Economic  Learners’ skim for main ideas of the message and  The teacher asks learners if
ideas of a text. they identify the main idea
activities in rural then scan for detailed information.
 Scan for detailed of each paragraph in the
areas’.  Learners do comprehension questions reading passage.
information
 Scanning and individually and then check their answers with

skimming their seat partner before showing it to the teacher.

Post- reading
Learners identify and write two or three major
economic activities in their area/district.
 Learners insert new words appropriately in a
context (there is a broken paragraph to be filled
by these words).

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  Learners decide whether the given sentence are
‘correct’ or ‘not correct’. If it is not correct what
is the reason?
(1) Rural areas are characterized by a great
diversity of economic activities
(__________).
(2) Rural areas characterize by a great diversity
of economic activities (_____).
(3) Selling agricultural products needs
transportation (_______).
(4) Selling agricultural products is needed
transportation (_______).
 Teacher presents active and passive forms of
simple present tense contextually by emphasizing
on passive formation, and on when to use active
and passive forms; then, give contextual activities
in which learners can identify forms as well as
functions (e.g. They eat five apples daily. That
means, five apples are eaten by them daily…).
 Teacher teaches only transitive verbs has passive
form (e.g I jump on the floor has no passive
form).
 Teacher provides grammatical information on the
formation of passive simple present tense (on
changing affirmative and interrogative active
sentences into passive).

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 Vocabulary

New words related to the  Moving around the class,

 Use words related Teacher gives his/her daily activities as examples: (I the teacher checks the
topic (economy, income, learners’ vocabulary
to economy am a school teacher, I usually wake up at 6 P.M ; I activity and comments on
tourism, mining, farming,
contextually. usually have my breakfast at about 7 in the morning it.
non-farm activities, etc.)
and I go to school on foot…). Then, teacher provides
 Use the active and Grammar leading questions to students to answer; then teacher
passive voice makes learners to use their responses to write
 Active and passive
forms of the complete sentences about their daily activities using
simple present tense
simple present simple present tense (e.g. 1. When do you usually get
tense in up? When do you have a breakfast? How do you go to
explaining facts. school? Etc.)

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  Learners re-arrange jumbled sentences with the

Writing
right punctuation and capitalization (e.g. is  Teacher writes broken
 Express daily economy rural a tourism rural.) sentences on the black
board and call learners
activities in  Writing about one’s randomly and checks
simple sentences daily routines (every whether learners complete
the sentences by using
with appropriate day activities) active and passive simple
mechanics.  Sentence mechanics present tense correctly.
(capitalization,
comma,  Teacher checks if learners
write their daily activities
conjunctions, full in complete sentences; and
stop…)  Teacher checks the
accuracy of sentence level
writing after providing
them with jumbled and not
punctuated sentences.

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 Unit Two: Types of calendar (8periods)

Learning Outcomes: At the end of this unit, learners will be able to:

 Listen and comprehend a text;

 Talk about similarities and differences;
 Comprehend a reading passage;
 Identify types of calendars and use words related to calendars in a context;
 Use comparative adjectives when talking/writing; and
 Write a paragraph that fulfils the basic elements of paragraph writing.

Competencies Contents Learning Strategies Assessment

 Teacher gives a table in  Teacher asks comprehension

Listening
which students fill questions on the types of
 Types of calendars in the
 Listen to a text and information from the calendar randomly and check
distinguish things world (listening text)
listening text, then reads a whether learners have good
short text on types of comprehension.
calendars in the world  The teacher listens to the
three times. Learners learners’ group report, give
listen attentively during feedback and take records.
the first reading; they take
notes to complete the
table during the second
listening and finalize the
completion at the third

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 listening.
 Teacher checks the learners’
 Learners will paraphrase
paraphrases, encourage them for
the listening text
doing so and give marks for
individually and then
their work.
compare their paraphrase
with their seat partner.
 Learners will bring a
calendar to class then they
Speaking will show it and tell its
Speak about similarities  Talking about different type and features
and differences using calendars in Ethiopia and tell  The teacher gives a hint
comparative adjectives.
their similarities and differences and learners in groups talk
With the Ethiopian mainstream about similarities and
calendar. differences of calendars
used in different places in
Ethiopia (e.g. the Sidama
calendar, the wolayta,
calendar, the oromo
calendar…) with the
conventional ‘Ethiopian’
calendar. Then, report
their group’s discussion to
the class.
 . Hint: What do they
have in common? Are
they exactly the same?

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 What are their
differences? Do they use
Read and comprehend a text Reading  Teacher checks students’
the same number of days
 Reading passage on for a month? Do they comprehension by moving
Gregorian calendar have the same number of around the class and asking
days for a year? Etc. comprehension questions
randomly.

Pre-reading

Teacher brainstorms the learners

prior knowledge; ask their
expectation (what do you think is
the passage about? etc.) and teach
three difficult terms from the
reading text.

While reading

The learners read silently and

answer the comprehension
questions individually.

Post reading

Learners summarize the reading

passage in four sentences of their
Add calendar related words Vocabulary own.
 Teacher test students word
in to their vocabulary store
 The teacher teaches words
and use them when need power through a short
 Calendars, lunar calendars, derived from the reading
arises. passage in context. contextual quiz.
solar calendars, lunisolar
Learners apply different
calendars, seasonal vocabulary learning
strategies (guessing,
calendars.
association, etc.)

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 Grammar

Construct sentences on similarities  Comparisons (similarities  Teacher presents grammar  Teacher checks learners
and differences using comparative items in context and sentence construction skills and
and differences)
adjectives. makes students practice it. record marks accordingly.
Comparative adjectives Then, teacher asks
learners to construct five
Wide /wider…than, more…than sentences on the
similarity and five
E.g. Gregorian calendar is used sentences on differences
wider than Ethiopian Calendar. of calendars/any other
thing using the following
structure:
Expressions of comparison as +adjective+as
(similarity)
wide/ wider…than, more… than, more +adjective+than or
as…as, etc. adjective+-er+than
(differences)
Social expressions: agree/disagree

321 | P a g e
  The teacher presents basic  The teacher checks the quality
elements of a paragraph of the students’ paragraph in
with examples. Then, terms of the basic elements of
gives a paragraph on the paragraph and provide
Gregorian calendar and feedback.
asks learners to identify
Writing the parts (i.e. the topic
sentence, developers and
 Basics of paragraph writing conclusion)
Write a coherent paragraph  Teacher asks students to
(Unity, coherence, write a parallel paragraph
development, adequacy) on one of the calendars
they know in Ethiopia.
 Write a paragraph on one Train them to follow a
of the calendars in process approach (think,
plan, write draft…
Ethiopia. finalize)

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 Unit Three: Traffic rules

Learning Outcomes: At the end of this unit the learners will be able to:

 Listen to a conversation and report the summary of the conversation;

 Speak on common traffic rules to their classmates;
 Comprehend a dialogue;
 Use vocabularies related to traffic rules;
 Modals (should/ought to, have to, may, might, can could…); and
 Write a letter to a friend.

Competencies Contents Learning Strategies Assessment

 Teacher prepares a  Teacher moves around the

Listen to and Comprehend a text. Listening
worksheet that contains class and check students
 Traffic rules in Ethiopia
traffic rules and regulations work. Give feedback on
in Ethiopia and distribute to their work.
students before listening;
then, students tick in front
of the rules and regulations
while listening to the
teachers reading on
‘Traffic rules in Ethiopia.’
Finally they summarize the
rules and regulations into

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 ‘most important to students’
and ‘least important to
students’.

Speaking
 Teacher makes learners to
 Teacher calls pairs
Asking and giving advice about work in pairs; make them to
Ask for and give advice randomly and makes them
obeying traffic rules and regulations. take turns to ask and receive
role play (i.e. ask for and
advice on traffic rules and
give advice on traffic rules
regulations
and regulations).
Pre-reading
 Teacher checks the
 Teacher brainstorm learners
asking what they know correspondence between the
Reading
about traffic rules and learners’ reading speed and
regulations (prior
Read quickly with acceptable  Violation of traffic rules and knowledge). Then, write the their comprehension. S/he
comprehension. title and ask for their prepares a rubric for
regulations in Ethiopia
expectations.
aligning their speed with
While reading
their comprehension.
 Teacher set time for the
students to finish the
reading passage. He/she sets
a stop watch to check the
reading speed of the
students. Then, the teacher
gives comprehension
questions which should be
done in a specified minute.
Finally, the teacher checks
on the correspondence
between the students
reading speed and
comprehension. Teacher
advises learners that speed

324 | P a g e
 should go with
comprehension.

 Teacher check if the

 Teacher makes the learner
learners’ five sentences are
to produce five sentences of
grammatical and provides
their own using the new
feedback.
Vocabulary words related to traffic
safety rules and ask learners
Speed, driving, vehicle, traffic light,
 Use words related to traffic randomly to read their
rules (i.e. speed, traffic rules, regulations, traffic… and sentences. Teacher applies
light, etc.) in their daily words related to traffic rules. different corrective
communication.
feedback mechanism when
students write erroneous
sentences (e.g. S: Knowing
the traffic rules are
important for safety.
T: Knowing the traffic rules
---? S2: …. is important for
safety.) etc.

Give and receive advice

Teacher checks whether students ask
Grammar  Teacher asks for advice and
learners provide pieces of for or provide advice in pairs.
advice.
Giving and receiving advice (e.g. T: I drive a
motorcycle; how do I cross
Modal verbs: Should/ ought to/ had a two way road?
S: Keep left on a two way
better…
road to allow traffic from

325 | P a g e
 E.g. You should stop at red lights. the opposite direction to
pass on your right.)
You should use zebra crossing to
cross a road. You shouldn’t stop at  Teacher makes students

amber light. Etc. exchange the friendly letter

they have written; teacher
sets a correction criteria and
students assess their friends
writing based on the criteria
(the criteria can be:
Writing
Write a friendly letter in appropriate  Teacher presents parts of a following appropriate
format. friendly letter; then make format, diction/word choice,
Writing a friendly letter
students write a letter to his
friend on the importance of fluency, intelligibility…
keeping traffic rules for
one’s safety.

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 Unit Four: Animal conservation (8periods)

Learning Outcomes: At the end of this unit, learners will be able to:

 Listen and comprehend a text;

 Speak about endangered animal species in Ethiopia;
 Comprehend a text on endangered animals conservation;
 Add more words into their vocabulary stock;
 Recount past events;
 Express their sympathy and anger; and
 Write a coherent paragraph on an endangered animal.

Competencies Contents Learning Strategies Assessment

Listening  Learners listen to a short  Teacher checks if learners

 listen to descriptions and identify description of endangered
Short description of endangered attend to a lecture on
key content words animals and fill in charts
animals about their physical conservation of endangered
characteristics and name the
animals and answer
animals
comprehension questions.
 Teacher checks whether the
 Half of the class work in learners summarize and
Speaking pairs. They read a story
retell a story.
together, summarize it and
Short animal story taken from retell the story they have
 Summarize and retell a story. encyclopaedias/ a story book. read in their own words to
the whole class orally;
another half of the class will
sit in pairs and think of a
suitable question to ask
about the story.

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 Reading  Teacher checks whether

 a reading text on conservation of learners get the meanings of

endangered animals in Ethiopia. Pre-reading words from the passage.
 Teacher brainstorms
learners (What is animal
conservation? Have you
 Extract details from reading text heard about endangered  Teacher gives
animals? Can you mention
some in Ethiopia?) comprehension questions
While -reading which entails reading for
 Learners read the text and details and check if the
identify the names of the students can do it
animals mentioned in the
text. efficiently.
 Learners read the text again
and answer comprehension
questions and fill in
charts/tables with
facts/figures about the
animals in the reading
passage
Post- reading
 Teacher gives a project
work for students to
interview concerned bodies
and report on the condition/s
Vocabulary of endangered animals in
their area.
Wild animals, conservation,  Learners try to get the  Teacher checks learners
 Infer meanings of words related endangered, extinction, hunting, meaning of new words infer meanings from the
to animal conservation in context. national parks, animal species… taken from the passage.
Teacher explains the title of passage
the text as additional clue.  Teacher checks whether the
 Learners use words related
to conservation of learners complete the
endangered animals to broken paragraph with
complete a broken
paragraph.

328 | P a g e
 appropriate words.

Teacher checks if learners

Grammar  Teacher presents the simple
 use the simple past and the past past and past continuous use simple past and past
continuous tense in context. Past simple and past continuous tense. Gives sample in a continuous tenses in a
familiar context. Learners
E.g. While the deer were grazing, a context.
write six sentences on their
leopard saw them experience of visiting a zoo
or any other place using
simple past and past
continuous tenses. Teacher
provides a clue.
 Learners complete the
incomplete sentences with
the appropriate expressions
of sympathy and anger.
 Express sympathy and anger in Expressions of sympathy and anger
English  Learners work in groups and
Eg. I feel sorry for elephants which discuss the danger some  Teacher checks whether the
are just killed only for their ivory. animals are into. Teacher learners use the expression
gives a list of the most
It feel so painful … endangered animals in the of sympathy and anger to
world and students express complete sentences.
It makes me angry ... sympathy or anger.
It offends me…

329 | P a g e
 Writing

 Re-arrange sentences to make a Re- arranging Jumbled sentences;  Learners reorder the
coherent narrative paragraph. using cohesive devises and writing a jumbled sentences in a  Learners develop the topic
paragraph about endangered animal logical order and develop a into topic sentence and use
(e.g. the jumbled sentences can be coherent paragraph
about one of these: ‘Walia Ibex, red cohesive devises to put the
fox, Chilada baboon, etc.). sentences together in a well
develop paragraph.

330 | P a g e
 Unit Five: Cattle fattening (8periods)

Learning Outcomes: At the end of this unit, learners will be able to:

 Listen and take notes;

 .Investigate facts and report the result of their investigation;
 Comprehend a passage on ‘Cattle fattening methods’;
 Differentiate between the use of simple past tense and the present perfect tense; and
 Write a memo with appropriate format.

Competencies Contents Learning Strategies Assessment

 Teacher checks if the

 Listen and take notes Listening  Learners listen to a text that
learners take notes and help
tells about the economic
them on the techniques of
 A short text on the benefits of cattle fattening
attentively taking notes. note taking.
economic benefits of cattle
Then, consolidate their
fattening. notes and identify the major
economic benefits of animal
fattening and justify what
makes it a major economic
benefit.
 Learners visit a nearby  Teacher facilitates the
 Investigate an issue and cattle fattening plant (if learners’ effort to
Speaking
present it orally with any), prepare questions and investigate an issue. Then,
ask an expert in the plant
evidences.  Investigate and speak about about the importance of
help them to report their
the importance of cattle cattle fattening. If there is findings orally and check
fattening (Oral presentation) no such a plant in their their oral report. Teacher
vicinity, learners should ask
encourages other students to

331 | P a g e
 other people who has the pose questions to the
information and/or conduct presenter.
personal reading on the
issue. Finally, learners
present their report on the
importance of cattle
fattening orally. The teacher
and other students ask the
learner if they have any
questions on the
presentation and the learner
responds. Learners support
their response with evidence
from their personal research.

Pre-reading
Reading
 Teacher triggers learners’
prior knowledge on the
 A text entitled ‘Cattle reading topic.
Read and answer comprehension fattening methods,  Teacher presents three
techniques and tips’. difficult words from the
questions.
reading text.

 Teacher checks learners’

worksheet completion and
While- reading
provide support.
 Learners complete a  Teacher checks whether
worksheet on cattle learners do comprehension
fattening methods,
techniques and tips based on questions.
the reading text.

332 | P a g e
  Learners respond to
comprehension question

Post-reading
 Teacher checks the
 Learners summarize the
reading passage in three summary work of the
sentences. learners and takes record.
Vocabulary
 Learners write five
sentences on the new words  Teacher checks if the
 Construct sentences using  Cattle fattening, livestock,
they learned from the learners write sentences
words related to ‘cattle production, yield, beef reading passage. using the new words.
fattening’. cattle, economic benefit, etc.

Grammar
 Teacher gives an exercise in
 Differentiate the function of  The present perfect tense Vs  Teacher presents the which learners use
simple past and present the simple past tense comparison between the two
tenses emphasizing that appropriate forms of the
perfect tenses and use them
present perfect is a present verbs given in brackets.
appropriately in sentences. tense whereas the simple
past tense is past tense.
Teacher justifies the
explanation with examples
(I have lost my plane ticket
Vs I lost my plane ticket.
etc.). Then, learners do
contextual exercises by
changing the verbs in
brackets into either the
present perfect or the simple
past tense.

333 | P a g e
 Writing  Learners write a memo  Teacher gives a memo with
addressed to a cattle some technical problems
 Writes a well-structured Writing a memo fattening plant (it could be and make students correct it
memo real or imaginary). Teacher
in pairs. Teacher checks the
presents a model memo
emphasizing on basic learners’ pair work.
elements of a memo.

334 | P a g e
 Unit Six: Afforestation (8periods)

Learning Outcomes: At the end of this unit, learners will be able to:

 Listen to a text and answer questions;

 Speak on issues related to afforestation;
 Appreciate a poem about Trees;
 Recognize meanings of selected words from a text;
 Understand and use pre-fixes and suffixes;
 Use relative clauses appropriately; and
 Write short summary of a text.

Competencies Contents Learning Strategies Assessment

 Teacher checks if learners

 Listen to Listening  Learners listen to a text on the benefits of
comprehend the listening
information, take afforestation and take notes of the benefits.
text by asking
 Listen on the Benefits of
notes and write a Then, write a letter on the benefits of
comprehension questions
afforestation
friendly letter planting trees to a friend who lives in
randomly.
using the notes. another region.
 Teacher gives proposition and learners
 Teacher checks whether
 Argue for or Speaking argue for or against the proposition. They
the leaners’ argument is
against a are expected to support their arguments
well evidenced.
proposition  Arguing on the importance of with evidence. E.g. Proposition: The
planting trees. wealth of any country is its forests. (argue

335 | P a g e
 . for or against). Teacher continues
providing propositions until every student
gets a chance.
Pre-reading
 Teacher Checks the
 Teacher asks learners about their prior
Reading learners’ poem and gives
knowledge on ‘afforestation’. Then teach
 Read and three words from the passage.
them constructive
 Reading a poem on entitled, feedback.
appreciate a poem
‘Trees! Trees! By Mr. R.’S fun
While reading
kids
(https://mathstory.com/trees-  Teacher reads the poem with appropriate
trees) tone and asks questions that clarify the
poem to the learners. Learners read the
poem, answer the teacher’s questions and
appreciate the poem. E.g. of teacher’s
leading questions: What is the poem about?
What does the poem say about the size of
trees? What do trees provide for us? What
do trees need to grow? How should we
treat trees? Etc.). Learners also discuss the
descriptive language in the poem, rhymes
and the poem message.
Post- reading
 Learners write their own original poem on
similar topic.

336 | P a g e
  Teacher creates a context and makes
learners use the new words into context.
 Teacher checks if
Teacher makes students to provide
students can use the
antonyms for some words related to
 Compose complete
new words in a
afforestation (e.g. Fertility---infertility,
sentences using
context appropriately.
Vocabulary native--- foreign).
the new words
He/she also checks the
 Teacher presents word formation by using
they have learned.
 Afforestation, reforestation, forest, prefixes and suffixes and make learners
students practice on
 Form new antonyms.
landslide, cleaning site, cultivation, complete activities on prefixes and suffixes
meaningful words
tree count, disaster, fertility, native (e.g. re-forest –ation)
using affixes.
trees…
 Learners Create a Prefix and Suffix tree for
 Synonyms and antonyms  Teacher checks the
assignment whereby the tree should contain
 Prefixes and suffixes at least ten (10) prefix and suffix leaves.
students word
formation tasks and
Use the prefixes and suffixes given to
provide a feedback.
create sentences with the new words.
 Differentiate the
use of defining and  Teacher gives a quiz
Grammar  Teacher illustrates purpose and use of
non-defining relative clauses, in a context. on the appropriate use
 Learners use relative pronouns in a text of relative pronouns.
relative clauses in  Relative clauses
where these elements are missing.
a context. (defining and non-defining relative
clauses)

337 | P a g e
  Teacher check the

 Learners write summary of the text students’ summary

Writing ‘Afforestation means to plant new trees’. paragraph for unity,
 The teacher asks students to exchange their
exercise books and check each other’s coherence and
Write a summary  Summary writing summary. appropriate
 Teacher selects some students to read their
summaries aloud to the class. development.
 Teacher provides them necessary feedback.

338 | P a g e
 Unit Seven: Charity

Learning Outcomes: At the end of this unit, learners will be able to:

 Listen and comprehend a story;

 Tell a story;
 Read and comprehend a story;
 Add new words to their word store and use them in context;
 Narrate a story using past tense; and
 Write a narrative paragraph.

Competencies Contents Learning Strategies Assessment

Listen to a story and write a Listening

similar story  ‘The Ladybug foundation’  Learners listen to a story  Teacher moves around the

(listening for note-taking) about Hannah Taylor, the class and checks if the
founder of ‘The Ladybug’, a students take notes.
charity organization in
Canada
(selfsufficientkids.com/8-
inspiring-kid-founded-
charities/) and answer some
questions while listening
and note-taking (e.g. How

339 | P a g e
 old was Hannah when she
started charity? What
inspired her? What was her
main charity concern? What
lessons have you got from
her story...? Learners re-tell
the story to their partners.
Speaking  Learners explain orally what
 Teacher attends to learners’
‘charity begins at home’
explanation. Teacher listens
Narrate story of a charitable person.  Speak on ‘charity begins at means. In pairs, discuss the
to learners oral report and
home’ life of a local charity
provide a systematic
 Tell story of a charity man/woman and present to
corrective feedback (first
man/woman in Ethiopia. the class orally (e.g. The
give chance to the learners’
story of Abebech Gobena,
self –correction; then move
etc.). The teacher helps the
to peer-correction; finally to
learners by providing
teacher correction).
information on the charity
man/woman and
their charity works.

Reading

Read and comprehend a text A reading passage on ‘Charitable  Teacher checks if learners
Pre –reading
persons’ do the comprehension
Teacher teaches three to five difficult
questions and gives
words that may hinder
corrective feedback.
comprehension. He/she also checks

340 | P a g e
 the students’ prior knowledge by
asking questions like; ‘Do you know
a charitable person in your area or in
Ethiopia?’

While reading

Learners read the passage for

detailed information and answer
comprehension questions that
follows the reading passage.

Post reading

 Learners answer the post reading

question that says, ‘what would I
do to help poor people?’ and tell
their decision to the class.
Vocabulary

 Use the new words they Charity, volunteer, humanitarian,

have learned in their daily humanitarian crisis, generous, good  Learners use the new words in a  Teacher checks whether the
communication will ambassador, poverty, celebrities, context. They also use these learners use the new words
etc. words in their own sentences. appropriately in a context.
He/she asks learners to
construct five sentences

341 | P a g e
 Grammar using the new words.
 Teacher makes learners
 Learners focus on the contextual
Understand when to use the simple The simple past Vs the past write five to seven
differences of the two aspects of
past and the past continuous tenses continuous tense. compound sentences in
the past tense. Teacher makes
both in writing and speaking. which one part of the
students do exercises to identify
compound uses the simple
the usage differences.
past tense and the other part
uses the past continuous
tense (e.g. I was watching a
Write a free narrative paragraph TV when you knocked at
the door.)

Writing  Learners write a narrative  Teacher collects the

paragraph on the life of a paragraphs and checks for
Narrative paragraph
charitable person they unity, coherence, emphasis
know. and adequate development
and provide feedback.

342 | P a g e
 Unit Eight: Personal hygiene (8periods)

Learning Outcomes: At the end of this unit, learners will be able to:

 Listen and answer questions correctly ;

 Speak on the meaning and importance of personal hygiene;
 Answer comprehension questions correctly based on the reading passage;
 Work out meanings of words from the reading text contextually; and
 Use adverbs of frequency appropriately to speak/ write about frequent events.

Competencies Contents Learning Strategies Assessment

 Learners listen and answer  Teacher checks learners answers

Listen to a text and answer Listening
listening questions while for the listening questions
comprehension questions while
listening.
‘Good habits for better health and
listening
hygiene’ (a listening text from:
toppr.com/guides/essays/health-and-
hygiene-essay).

Speaking  Learners discuss in pairs on the  Teacher checks and provides

Speak about personal hygiene using feedback on the learners speech
meaning, importance, and
frequency adverbs A speech on the meaning,
frequency of personal hygiene
importance and frequency of
and then deliver a speech to the
personal hygiene.
class based on their discussion.

343 | P a g e
 Reading Pre-reading
 Teacher asks for the learners
The importance of personal hygiene prior knowledge; asks for their
(from cram.com/essay/Personal- expectations (what do you  Teacher checks if learners
Hygiene-Essay-The Importance-of- expect to get from the reading answer the comprehension
personal/PKA34A9UREE5) passage?) questions correctly.
Read magazine/newspaper.

While- reading

 Learners make notes from the

passage focusing on activities
that help to keep one’s personal
hygiene

Post- reading

 Learners prepare a checklist on Teacher checks the learners’

their personal hygiene and checklist on weekly basis.
follow it every day.
 Learners search for a health and
Vocabulary
sanitation magazine and read on

 Hygiene, health, clean, ‘personal hygiene’

healthy, happy, successful,  Learners use the new words in

 Teacher checks if the learners
take care… context.
use the new words in a context
and ask students randomly to
insert an appropriate word.

344 | P a g e
  Learners ask and answer
Grammar questions about what they do to
keep their personal hygiene (in  Teacher checks if learners use
 Adverbs of frequency pairs), using ‘Wh’ questions,
and adverbs of frequency when the frequency adverbs correctly.
(Adverbs of frequency
Always, usually, sometimes, talking about themselves
often, never, Rarely, hardly E.g.
ever A: How do you keep your health?
Speak and write about personal
hygiene using hygiene related words B: by keeping my personal hygiene.
they have learned. A: What do you usually do to keep
your personal hygiene?

B: I usually do many things: I

frequently wash my hands; I always
wash my body in the morning, etc.
Use adverbs of frequency when
speaking/writing frequent events.

Write a descriptive paragraph Writing

 Teacher checks learners’

 a descriptive paragraph on  Learners write a paragraph that
paragraph for unity, coherence,
keeping personal hygiene describes their personal hygiene
emphasis and adequacy.
keeping the basic elements of
paragraph writing into
consideration.

345 | P a g e
 Unit Nine: Equality

Learning Outcomes: At the end of this unit, learners will able to:

 Listen and comprehend;

 Research and speak with evidence;
 Answer comprehension questions;
 Use new words in context;
 Write or talk about possibility; and
 Write a composition.

Competencies Contents Learning Strategies Assessment

 Teacher reads real life story of a rural

Listen to and Listening
girl fighting early marriage and begs
comprehend real  Teacher checks learners’
 Listen to real life situation on her parents to send her to school.
life stories answers for
equality and education and Learners listen to the story and
comprehension questions
respond to questions (who is answer the while-listening questions.
and provide feedback.
involved? What are their
feelings?)  Teacher creates access to newspapers
and magazine articles. He/ she help
learners on how to extract

346 | P a g e
 Research, Speaking information from newspapers and  Teacher checks learners’
organize magazines. Learners make notes from ability to speak with
evidences and what they have read to complete their evidence.
 Research newspapers and
speak assignment.
magazine articles about gender
 In pairs, learners take roles and play
inequality; present own point of
roles appropriately (i.e. the roles
view and give solutions to gender
could be ‘a gender officer in the
based discriminations.
school and a girl’ or any role
pertinent to the topic).
 role-play situations about
gender equality in school Pre-reading
 Teacher brainstorms asking ‘what is
equity? What is equality?’ and gives
the definition of the two words.
While - reading
 Read the text and answer questions
based on it e.g. find examples or
evidence of how equity and equality
Reading
is maintained in schools.
Read and understand texts  A reading text on Post-reading
‘understanding equity and  Summarize the reading text in one
equality in schools’ paragraph.
 Teacher checks learners’
 Learners use the new words in
comprehension and
context.
provide feedback
 Teacher presents first and second
conditionals and introduce the accordingly.
different alternatives to ‘if’ and their
concise meanings. Learners make
sentences from a substitution table

347 | P a g e
 using “If/provided/as long as/unless+
will”.
 Learners identify facts and write
sentences using first and second
conditionals.
 In small groups, learners discuss the
dangers of abusing one’s right. They
Use words related to are encouraged to use first conditional
Vocabulary
equality in different phrases.
 Teacher checks if
contexts orally or in Equity, equality, discrimination, injustice, learners construct five
writing. barrier… sentences of their own
using the new words in
the unit.
Use conditional sentence Grammar

structure to talk/write about Conditional sentences Type I and Type II.  Teacher gives a short
probability/possibility quiz on conditional type
one and type two.
Checks it in the
Compose a coherent and
classroom and return the
clear composition. quiz paper with
feedback.

Writing

 Writing composition
 Learners write a composition on the
 Teacher checks learners’
causes of inequality and suggest
composition for
solutions. Learners use conditional
coherence, clarity, etc.
sentences in parts of their
and provide a systematic
composition.
feedback.

348 | P a g e
 Unit Ten: Computer programs (8periods)

349 | P a g e
Learning Outcomes: At the end of this unit, learners will be able to:
 Listen and take notes;
 Pronounce ei/ie appropriately;
 Transfer information from a reading text into a table;
 Use words contextually;
 Differentiate when to use adverbs and adjectives in a sentence; and
 Writes an expository paragraph.

Competencies Contents Learning Strategies Assessment

 listen to descriptions and  Teacher acts as a technologist and  Group quiz: students listen to
identify specific Listening a description of computer
describe computer programs we use
information programs and match to a
 Types of computer programs
every day. word in a list.
E.g. This is an
E.g. Microsoft Internet explorer,
instrument used to
Microsoft outlook, antivirus and browse the internet. It is
adobe PDF are the common ……. (Internet
explorer).
computer programs we use every
 A talk by a technologist describing day.
computer programs we use every day.

 Learners listen to the teacher’s

(technologist’s) description and take
notes.
 In pairs, learners discuss on the
importance of computers for
communication and report the result of
Speaking
their discussion to the class.  Teacher checks learners’
 A speech on ‘Computer and speech and if they

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 communication’  Learners practice pronouncing words pronounce the given
sounds correctly.
 Speak about the use of containing the letter “ei” and “ie”.
computers for  Pronunciation of ei/ie Teacher gives some examples but also
communication. E.g. Variety, eight, ingredient,
encourages students to think of some
piece, believe…
more.

 Pronounce ei/ie  Teacher distributes photocopies of user’s

appropriately Reading manual and labels of different IT

devices.
 Users’ manual for HP computer  Learners skim the user’s manual and
identify the main points.
 Skim for main  Learners scan texts for information and
ideas and scan for match labels to products. Then, they
 labels of different IT devices
complete a table with entries.
detailed E.g. ingredients, manufacturer,
information
Vocabulary
place/country of production,  Teacher checks whether
production/expiry dates, nutrient learners’ skim the user’s
 Computer, program, user manual and match the labels.
values etc.
manual, label, computer
 Use to IT related generation, manufacturer,
 Learners construct sentences using the
words contextually product, etc. words they have learned in the unit

Grammar  Teacher checks whether

learners write their own
Adverbs sentences using the words
they have learned in this unit.
 spelling of adverbs (-ly)
 Students change from adjective to
adverb including irregulars
E.g. She is a slow reader. She reads slowly.
 Teacher gives examples and learners
deduce the rules, and give extra examples

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 Distinguish when to use She is a good cook. She cooks well.  Teacher explains/highlights position of
adverbs/adjectives.
an adverb and an  Learners gap fill exercises practising
transformation of adjectives to adverbs  Teacher checks learners’
adjective and form
 Learners complete a text with either an exercises and provides
adverbs from adjectives. adjective or an adverb. feedback.
 Teacher checks if
learners complete the
exercise.

Writing

Write a coherent  Teacher presents basics of expository

 An expository paragraph on how to
expository paragraph paragraph and learners write expository  Teacher checks learners’
operate a computer. paragraph and provide
paragraphs accordingly.
corrective feedback as
soon as possible.

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