Module for

Communicative English
Language Skills II
Specifically Adapted for
Pharma College
Department of Accounting and
Management
BY:
Meseret Mamo
 Introduction to the Module

• Communicative English Language Skills II

Module is a continuation of Communicative
English I Module, and it mainly aims to provide
first year University students proficiency with
reading, speaking and writing skills.
• It also aims to help students learn vocabularies
that are assumed unfamiliar to them. In the
grammar part, with the intention of providing
explanations, brief notes are given in each unit.
 General Course Objectives
By the end of this course, you are supposed to
 Have better language skills during and after your college
stay
 Come up with improved presentation skills and get more
confident and self-esteemed
 Apply the practical knowledge skills: such as,
 Job interview,
 Presentation skills,
 Academic writing
 Application letter, report writing skills in real life
situations as you commence your career after graduation
 References
 Azar, B. S. (2003). Fundamentals of English grammar.
Longman.
 Eggenschwiler, J.,& Biggs, E.D. (2001). Writing: Grammar,
Usage, and Style. New York. Hungry Minds. Inc
 Lucy, J. A., & Lucy, L. A. (Eds.). (1993). Reflexive Language:
Reported Speech and Meta pragmatics. Cambridge
University Press.
 Murphy, R. (2012). English Grammar in Use. Ernst Klett
Sprachen.
 Naylor, H., & Murphy, R. (2007). Essential Grammar in Use.
Supplementary Exercises. With Answers. Ernst Klett
Sprachen
 Unit I
LIFE SKILLS
Unit introduction
In this Unit,
 you will read a passage on ‘Life Skills’.
 You will discuss what life skills incorporate and the
importance of learning them with your partners.
Understanding the concept,
 you will engage in activities that help you develop your
speaking, reading and writing abilities.
 Besides, you will consolidate the note-making skill you
have been introduced in ‘Communication Skills I’.
 Cont’d
The grammar lesson focuses on
 ‘Active’ and ‘Passive’ voices. I hope you adequately know about
them,
 Applying them in oral and written reports.
 The knowledge of the active and passive voices helps you to present
oral report and write academic reports such as lab reports.
 As Natural Science students, for instance, you do experiments and
your experimental reports require the use of passive voices in most
cases.

 So, the study helps you to use accurate language forms in your
reports. Social Science students also need the study of the voices to
write good reports.
 Unit Objectives
Students are expected to:
 identify different components of ‘life skills’ so that they
can actively apply them in life;
 become successful in living within a community and
endeavor to execute skills to solve problems that may
occur in their community;
 develop their speaking, listening, reading and writing
abilities in different areas including ‘life skills’; and
 know the ‘voices’ in grammar and apply them in
academic writing to enhance their writing and reporting
quality.
 Pre-reading activities
Activity 1.1
1. What are life skills?
2. What are the basic elements of life skills?
3. What is the importance of knowing about
life skills?
4. Did you have life skills training?
5. How did the training help you to manage
your life?
 THE CONCEPT OF LIFE SKILLS
In practice, the term life skills is also referred to
as livelihood skills, such as
• how to set up a business;
• to refer to practical self-care skills such as how
to plan and prepare healthy meals or how to
brush one’s teeth, etc.;
• to refer to skills used to deal with specific risk
situations, such as saying “no” in the face of
peer pressure etc.
 cont’ d
The concept life skills involves personally
responsible choices.
These skills enable people
 to maximize their own choices,
 to enhance their personal well-being and
 to improve their quality of life.
When people are being personally responsible
they are in the process of making choices that
maximize their happiness and fulfillment.
 Cont’d
 Personal responsibility is a positive concept
 for their well-being and
 for making their own choices within the given of their
existence.
 Life skills therefore, are the component skills people
assume – rather than avoid – personal responsibility
for their lives.
These skills:
to make positive contribution which can lead to
improvement of their lives.
Concepts of Life from Scholars point of view

Elias (1990) by WHO (1994)

 to carry out effective interpersonal relationships and
 to make choices and resolve conflict without resorting
to actions that will harm oneself or others.
WHO (1994)
 enable individuals to deal effectively with the
demands and challenges of everyday life.
This generic type of skills includes;
decision-making, problem-solving, self-awareness and
communication skills.
 Cont’d
TACADE (1990)
personal and social skills required by young people
 to function confidently and competently with
themselves, with other people and with the wider
community.
Peck and Hong (1988) cited in Tsatsi (2001)
 to care for themselves in a supportive environment,
and are concerned with independence in self-care,
understanding the environment and living with others.
 to make decisions concerning life situations.
 Outline of life skills
From a practical point of view Peck and Hong (1988) as
mentioned by Tsatsi (2001) outlined life skills
Firstly personal skills, necessary
 to establish and maintain a network of appropriate and
meaningful relationships, interests and support systems
 e.g. developing friendships, leisure interests,
environmental and road safety, communication, social life,
sexual relationships and marriage.
Personal skills for young people
 to fully understand the influence of peer pressure.
 Cont’d
Secondly, home management skills, which
include theoretical and technical knowledge
necessary
to live safely, comfortable and healthy.
Skills such as budgeting, nutrition and hygiene
may serve as examples.
 Cont’d
• Thirdly, self-reliance skills, which include those skills, which are
necessary for the individual to be able to organize his/ her own life
and to maintain and utilize the resources, they need.
WHO (1997)
life skills contribute to peoples’ perceptions of
self-efficacy, self-confidence and self-esteem.
• Life skills therefore, play an important role in the promotion of
individuals’ mental well-being.
• The promotion of mental well-being contributes to people
motivation to look after themselves and others, the prevention of
mental disorders, and the prevention of health behavior problems.
• Life skills open doors and enable people to help themselves
(Potgieter, 2004).
 Cont’d
Write a brief conclusion to the above passage.
Activity 1.5
1. What are the values of interpersonal
relationships?
2. How do personal life skills help young people
to understand the effect of peer pressure?
3. How is the sense of belonging developed?
 The application of Voices under different tenses
Tenses Active Voice Passive Voice
1 Simple present I write a letter A letter is written by me
2 Simple past I wrote a letter A letter was written by me
3 Future I will write a letter A letter will be written by me
4 Present Perfect I have written a letter A letter have been written by me
5 Past perfect I had written a letter A letter had been written by me
6 Future perfect I will have written a letter A letter will have been written by
me
7 Present I am writing a letter A letter is being written by me
continuous
8 Past I was writing a letter A letter was being written by me
continuous
 Remark
• N.B The future continuous, present perfect continuous. Past perfect
continuous & future perfect continuous have no passive form.
• Rules
1. The objective of Active sentence will became the passive sentence

2. The main verb must changed to the past participle form (the form of
verb to be + Vs of the main verb)

3. Verb “be” is changed to, be, been, being, is, am, are, was & were
 Grammar

• Active and Passive Voices

Form: Object + be + V3 + by Agent/Subject
Purpose: it is used when the speaker wants to
pay bigger attention to the receiver rather than
the doer
Eg The Academy Awards are given out every
year to recognize outstanding work of movie
actors, directors, and others who are part of
the movie-making industry.
 Cont’d
These awards, called Oscars, are presented in a
formal ceremony in Hollywood. Several people
are nominated in specific categories, such as
Best Movie, Best Actor, Best Music, and Best
Costumes. One nominee is chosen to receive an
award in each category. When the awards
ceremony started in 1929, 15 awards were
presented and the ceremony was attended by
only 250 people.
 Cont’d
Tickets cost $10, and anyone who could afford a
ticket could attend. Today about two dozen
Oscars are presented. Tickets are no longer sold
to the general public; invitations are sent only to
people involved in making the movies and to
their guests. Today the awards are presented in
the 3400-seat Kodak Theatre in Hollywood.
 Cont’d
Until 1941, the winners’ names were already known
before the ceremony and published in newspapers
the night before the ceremony.
Now the winners’ names are placed in sealed
envelopes and the envelopes are not opened until
the night of the ceremony. Since 1953, Oscar night
has been televised and broadcast all over the world.
This show is seen by hundreds of millions of people.
Viewers watch as their favorite movie stars arrive
looking beautiful and hopeful.
 Activity 1.7.
• Instruction: In your group, list down the verbs in
passive voice below.
1. ------------------------------ 8. ---------------------------
2. ------------------------------ 9. ------------------------------
3. ------------------------------ 10. -----------------------------
4. ------------------------------ 11. -----------------------------
5. ------------------------------ 12. -----------------------------
6. ------------------------------ 13. -----------------------------
7. ------------------------------ 14. -------------------------
 Activity 1.8:
Instruction: Answer the following questions.
1. What did you notice in the passive forms?
2. What are the changes made in each tense?
3. What are the different changes made between
the active and passive voices?
4. What inclusions have you noticed?
 Table 1.1: Active and Passive voices in different tenses

Active and Passive voices are placed in pairs.

• A committee chooses the winner.
• The winner is chosen by a committee .

• They are presenting an award now.

• An award is being presented now.

• They will pick the best movie.

• The best movie will be picked.
 Cont’d
• They are going to pick the best movie.
• The best movie is going to be picked.

• They announced the winner’s name.

• The winner’s name was announced.

• They were interviewing the winners.

• The winners were being interviewed.

• They have chosen the best movie.

• The best movie has been chosen .

• You can see the movie on DVD.

• The movie can be seen on DVD.
 Activity 1. 9:

• Instruction:
Write the correct active or passive forms of the
verbs in brackets and list them in the spaces
provided below.
Take care of the tense you use. Numbers 2, 8
and 12 are done for you as an example.
This story is to be printed and handed to the
stedents
 Activity 1.10
Paragraph writing using active and passive verb
forms.
• Context: Create a news report (fictional or real)
about a disastrous environmental event such as
a fire, earthquake, drought, heavy rain, flood etc.
• Select a location (village, city or country) and
present it to the class, pointing out your use of
the passive tense throughout.
 Activity 1.11
• Writing a paragraph using active and passive
verb forms based on the garment production
steps given below.
Context: Garment Production Process, steps
Garment production is an organized activity.
It consists of the following steps.
 Steps in Garment production
• Laying
• Marking
• Cutting
• Stitching
• Checking
• Finishing
• Pressing
• Packaging
 Part III Speaking
• Instruction: The purpose of this activity is to
have you think about your own problem
solving experiences either in your village or in
a school situation.
• Read the scenarios given to you below, think
about what your steps can be and tell
problem-solution to your group members.
A separate page to be printed and copies to be
allotted to the students interpersonal….
 Part IV Writing
Individual Assignment One
Discuss the problem you encountered at school; and then
write it in a short paragraph Instruction:
Answer the questions below given as facilitation steps to your
discussion.
• What kind of problem was it?
• What happened?
• What factors did you have to consider when finding a
solution?
• What steps were taken to resolve this problem?
• Who made the decision about how the problem was
resolved?
 Unit 2
SPECULATIONS ABOUT THE FUTURE OF SCIENCE

Unit Objectives
• understand how scientific investigation can be
carried out;
• know the future tense forms and use them in
their speech and writing, when appropriate.
 Activity 2.1.
Pre-reading questions
Instruction: Answer the following questions in groups before you
read the passage.
1. Do you an Ethiopian scientist who has important discovery?
Who is he? What did he discover?
2. Scientific discovery serves to construct and integrate scientific
knowledge.
Some people say that the discovery helps develop technology,
addresses societal issues, solves everyday problems, satisfies
curiosity and builds knowledge.
Can you put these values in order of importance with
justification?
 Cont’d
3. Which of the following statements do you
accept?
Explain why you have accepted it (them)?
a) New scientific knowledge may lead to new
applications.
b) New technological advances may lead to new
scientific discoveries
c) Potential applications may motivate scientific
investigations. Next page to be printed
 Activity 2. 6:
• Instruction: Answer the following questions
based on the information in the passage.
1. What are the three continents that were
ravaged by Bilharzia
2. What are the symptoms of Bilharzia?
3. Why is it easy to apply Aklilu’s pesticide in
developing countries?
4. How is Bilharzia transmitted to humans?
 Activity 2.7

Instruction:
• The following words are taken from the reading
passage you have read. Use the word that has a
similar meaning with the word in italics in the following
sentences.
• ravage insidious afflict
• invariably debilitate offensive
• inevitable vital vulnerable
• abundant toxicity dilution
• potency dispense
 Cont’d
1. It occasionally happens that a change in concentration
affects the chemical action that occurs
2. This acute infection of the brain is almost similarly fatal.
3. What we're accomplishing with Howie is important; we
can't stop doing it.
4. That is the deceptive nature of gambling that must be
controlled.
5. The teacher felt she needed to give out compliments to
each student so that they could feel better about themselves.
6. The public work suffers from the consequences of white
ants.
 Part II Grammar: Future Tense
Activity 2. 8:
Instruction: Answer the following questions in
groups.
1. What are future tenses?
2. What are the different forms of future tenses?
3. Read the following passage on the ‘Mystery
Guest’ and underline the future tense indicators.
…. To be printed…
Activity 2. 10
Instruction: Construct as many future sentences
using be+ going as possible based on Sara’s
schedule given in the table below. Write
sentences as the example given.
Sara’s Schedule
to be printed….
 Activity 2.11

Instruction:
Choose the correct word from the list below to complete the sentences using
the “going to” structure.
hang / wear / practice / get / ask / visit / write clean / study / exchange / quit /
take / give / fix
Ex. My brother sent me a letter last week. I’m going to write him back
tomorrow.
1. My house is very dirty. I------------ it tomorrow.
2. Miriam is going to a party next Saturday. She----- her new red dress.
3. Robert bought a new painting at the art show. He------------ it over the sofa in
his living room.
4. The hockey championship is next month. The boys---------- every night next
week.
5. Jack hates his job. He------------------ next week.
 Activity 2.12
Instruction:
Write the following sentences using ‘will + inf.’ to indicate a future
action. Do the exercise as in the example given.
Ex. Bob is going to take his driver’s test tomorrow. He didn’t practice.
He’ll probably fail. or He probably won’t pass.
1. It’s raining. Worku doesn’t have an umbrella. ---------------------------
2. Zinash has a very bad cold. -------------------------------------------
3. Sileshi didn’t sleep well last night. ------------------------------------------
4. Elias loves movies. There is a new movie playing at the theater
tonight. --------------------------------------------------
5. Selamawit ate too much dessert last night and now she has a
stomachache. ------------------------------------------
 Part III Speaking
1. Bilharzia versus vs. malaria
2. Endod vs. other commercial pesticides

Supplementary
Video Lesson for the speaking section
 Unit III Environmental Protection
Objectives of the unit
At the end of the unit, you are expected to:
 become aware of the environmental problems and
how they can be resolved;
 determine to participate in environmental
protection;
 develop your speaking, listening, reading and writing
abilities; and
 understand and employ modal verbs in academic
discussions and academic writing.
 Activity 3.1.
Pre-reading questions
Before you read the passage, answer the following general
questions in a group.
1. What are the different environmental challenges
currently facing the world?
2. What are the common natural and man-made
environmental disasters that recurrently occur in Ethiopia?
3. What are the effects of natural and man-made disasters?
4. What measures do you think the government and the
people should take to solve the environmental challenges
in Ethiopia?
 Activity 3.2
Instruction: Answer the following questions
based on the paragraphs you have just read.
1. What is the central idea of the paragraphs
above?
2. What is the cause for Murray’s water level
reduction?
 Activity 3: 6
Instruction: Answer the following questions based
on the information in the passage. What was
observed on the Murray River?
1. What evidence has the Burge family got against
climate change?
2. What's a gigalitre?
3. What two groups are in conflict?
 Cont’d
5. Someone described Murray as a 'garden of
Eden' and a ‘graveyard’. Why is that so?
6. What does Neil Eagle mean when he says
'It's become nearly a religion, this idea of global
warming'? (para. 9)
 Activity 3. 7
• Instruction:
• Find out words from the passage that mean the words and
phrases below.
1. changed completely--------------------------------------------
2. fell very dramatically ------------------------------------------
3. reject-------------------------------------------------------
4. uncontrolled ----------------------------------------------------------
5. very serious
------------------------------------------------------------
6. strangely and worryingly -----------------------------------------
 Part II Grammar: Modal Verbs
can, could, may, might, must, shall, should,
ought to, will, would
• These verbs are auxiliary verbs that provide
additional and specific meaning to main verbs
in sentences.
 Individual Assignment Two
• Instruction: Match the two columns to identify the use of each modal verb.
• No Statements Use
• 1 Zeberga should call Almaz soon after their first date. a. obligation
• 2 Almaz should be happy to get his call. b. possibility
• 3 Zeberga calls but she doesn’t pick up, she must be working.
c. low probability
• 4 No problem, he can call her back later. d. rational probability
• 5 Later he tells her they could go out to dinner again. e. certainty
• 6 She says she may be available Friday. f. polite request
• 7 Zeberga asks if he can call her back Friday morning. g. permission
• 8 She says she could be in a meeting, the afternoon is better. h. advice
• 9 Friday afternoon, Zeberga asks: May I pick you up at 6 pm? i. capacity
• 10 He must be on time to make a good impression. j. suggestion
 Activity 3.9:

• Instruction: Match each statement to a

sentence with the same meaning.
• 1 Tinsae must write a report tomorrow.
• 2 Tinsae couldn’t write it yesterday.
• 3 Rahel says she can help him tomorrow.
• 4 She has to help him, or the report will not be
finished on time.
• 5 Rahel’s boss says she may help Jack.
 Activity 3.10:
Home take Test
Instruction: Complete each of the spaces in the
text below by using a phrase from the following

……..to be printed…..
Notes on Modal verbs and their functions

Modal verbs are those helping verbs, which

express the ‘mode’ or ‘manner’ of the actions
indicated by the main verbs. They express
modes such as ability, possibility, probability,
permission, obligation, etc. The most commonly
used modal verbs s are
shall, should, will, would, can, could, may,
might, must, ought to, used to, need and dare.
 Specific functions of Modal Verbs
Modal verbs are used to:
 Ask permission-- may, can, could
Examples:
May I come in? Could I use your pen, please?
 Make a request—--------- can, could
Example:
Could you please give me the doctor’s telephone number?
 Express a possibility—may, might, could
Example:
It might rain during the night.
 Give advice or suggestion—--------- should
Example:
You should wear a helmet while riding your motorbike.
 Cont’d
 Express necessity or compulsion—----------- must, have to
Examples:
We must slow down while driving in front of a school.
I have to submit my project by tomorrow.
 Express prohibition
Example:
You must not talk loudly in the library.
 Express a promise or intention—---------- will, shall
Example:
I will mail you my address.
 Express a wish—may
Example:
May you have a long life!
 Cont’d
• A modal verb does not change according to the number or
person of the subject.
Examples:
He can learn. I can learn. You can learn. They can
learn. We can learn.
• A modal verb is always used with a verb in its basic form.
• The modal takes the tense while the main verb remains in
its dictionary form.
Examples:
I can run. I may run. I could run. I might run.
 Cont’d
Modals can be used alone in response to a question.
Examples:
A: Can you sing? B: I can.
A: Will you sing? B: I will.
A: Will you come? B:I may./I will.
Modals, when joined with ‘not’ to form a negative, can be
contracted.
Examples:
I cannot run. I can’t run. I do not run. I don’t run. I
will not run. I won’t run.
 Activity 3.11
Instruction: Complete the text below with the given phrases
in the box.
can’t be can’t have could take may get may not
have might be must be must be
As a result of the flooding, as many as 10,000 families
1--------- homeless, although the figure is only an estimate.
‘The emergency services are working hard, but I’m sure they
2------------- more than 20 helicopters. It 3 -----------days to
reach everyone and take them to safety,’ said an aid worker
in the area. ‘Conditions for those families still waiting to be
rescued 4 --------- very difficult.
 Cont’d
There 5 ------------- any clean water to drink and
everyone 6 -------------- very cold.’ Worryingly,
more rain is forecast, so the floods 7 -------------
worse in the next few days. The emergency
services 8 time to reach everyone before the
waters rise again.
Reference material
Thomson & Pertinent (1986). A Practical
English Grammar. Oxford University Press: UK.
 Part III Speaking
• Instruction: Rationally argue with your partner on the
following debatable statements. Try to provide
evidences to support your argument.
1. Nuclear energy will end.
2. Almost all the rainforests will disappear.
3. The climate will get worse.
4. The next generation will care more about the
environment than the present.
5. People will destroy the earth.
 Activity 3.14:
Marked Group Presentation
Instruction (a):
The following are some of the causes of environmental problems.
Discuss each of them in your group and propose solutions.
Ozone Depletion, Greenhouse Effect and Global Warming
Desertification, Urban Sprawl Loss of Biodiversity
Disposal of Wastes Acid Rain Overfishing
Deforestation Water Pollution Population Growth
Waste Production.
Instruction (b):
Which of the above causes are common in Ethiopia? What do you
think you can do to solve the environmental problems personally
and with the community?
 Unit IV
Indigenous Knowledge
Objectives of the Unit
At the end of the Unit, you are expected to:
 create aware of the importance of indigenous
knowledge;
 apply important indigenous knowledge together with
scientific knowledge;
 develop their speaking, listening, reading and writing
abilities; and
 understand and use direct and indirect speech in
speaking and writing.
 Activity 4.6:

Instruction:
The following words are the opposite meanings of
words used in the passage. Find the words which
have opposite meanings to the given ones below.
• 1. unconvincing
• 2. discord
• 3. restricted
• 4. increase
• 5. peculiar
Part II Grammar: Reported speech
Activity 4. 7 Identifying Quoted and Reported
Speech
Maria recently returned from a conference in Dubai
and told her colleagues about her trip there. She
said that the architecture of Dubai was fascinating,
with many new buildings of glass and steel. Of
course, she also saw the Burj Khalifa, the world’s
tallest building. Some of her friends went up to the
top, but Maria said she didn’t because she has a fear
of heights.
 Cont’d
“I don’t even like being on a second-story balcony,
so the Burj Khalifa was definitely out of the question
for me!” Maria said that there were many shopping
centers in Dubai, but that they were expensive. The
weather was “unbelievably hot.” On her last night in
Dubai, Maria and her friends went on a dinner cruise
on a small boat in the harbor. There was music and
great food, and they could see the lights of the city as
the boat cruised through the harbor. “It was the
perfect ending to two weeks in Dubai,” she said.
 Activity 4.8.
Instruction: Find the reported speech in the following dialogue in group.
Mum: Good morning, dear. Good morning. What’s the matter?
Mark: Dad says that he’s lost his voice.
Mum: He has lost his voice! He can’t. It must be a joke. Come on, dear.
Don’t joke.
Mark: I’ll make a nice cup of tea. You’ll soon get your voice back.
Susan: How did you lose your voice, Dad?
Mark: He says he went to the football match last night.
Susan: And you shouted so much you lost your voice.
Mark: Yes, he shouted so much he lost he lost his voice.

•
 Cont’d
• Susan: Did you win?
• Mark: No, they lost.
• Mum: Here is a nice cup of tea. Would you like
something to eat?
• Mark: He says he would like some toast with
honey.
• Susan: Why honey, Mum?
• Mum: Because honey is good for your throat.
 Activity 4. 11

Instruction: Change the direct speech into indirect speech in

the following dialogue, and write it in a paragraph.
Betru: "What are you doing here, Tedla? I haven't seen you
since June."
Tedla: "I've just come back from my holiday in Lalibela."
Betru: "Did you enjoy it?"
Tedla: “ One hundred per cent. And the people in Lalibela
were so friendly and accepting and hospitable. They treated
like I was part of their family."
Betru: "Did you go to Aksum Tsion?"
 Cont’d
Tedla: "It was my first trip. I can show you some pictures. Are
you doing anything tomorrow?"
Betru: "I must arrange a couple of things. But I am free tonight."
Tedla: "You might come to my place. What time shall we meet?"
Betru: "I'll be there at eight. Is it all right?"

Betru asked Tedla

-------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------
---------------------------------------
 Changes that happen
Note! When you change the direct speech into indirect speech, you will change
 verb tenses,
 pronouns,
 adverbs of time and place.

Activity 4.12: Read about direct and indirect speech from books, make notes
and present your notes to your group members about:

a) How statements, questions, and other types of sentences are changed from
direct to indirect speech; and

b) The tense, pronoun and adverb changes to your group members.

 Part III Speaking
3. Tell your friends about a herbal medicine
people in your community use. Do you
appreciate the people using it? What is your
opinion about herbal medicines?

Video Lesson
 Part IV Writing
Activity 4.14:
Instruction: Write a paragraph on the following
point.
1. Write a paragraph about the advantages or
disadvantages of using herbal medicines
 UNIT V
CULTURAL HERITAGES
In this Unit, you will read about cultural heritages.
The grammar point you will study will be ‘relative
clauses’.
Unit Objectives
At the end of the Unit, you are expected to:
 identify man-made and natural heritages;
 be aware of the importance of cultural heritages in
national development; and
 understand and use relative clauses in your oral and
written discourses.
 Unit Objectives
At the end of the Unit, you are expected to:
 identify man-made and natural heritages;
 be aware of the importance of cultural
heritages in national development; and
 understand and use relative clauses in your
oral and written discourses.
 Cont’d
1. What are heritages? What do they include?
• Heritages are:
• They include
2. State the Ethiopian heritages registered in
UNESCO
3. Welch (2014) defined heritage as “The past
made present”. Explain it.
4. Why should we pay attention to heritages?
passage……Cultural Heritage to be printed,,,,
Part II Grammar: Relative clauses
Activity 5.3
Instruction: Discuss the following questions in your
group.
1. What do you know about relative clauses? How are
they formed?
2. What are defining and non-defining relative clauses?
3. Underline the sentences with relative clauses in the
following dialogue. Explain their uses.
 Spotting relative clauses
A: Jack! Welcome back! How was the trip?
B: I am very exhausted. You know, I was
annoyed with the man who sat next to me on
the plane. He talked all the time.
A: Oh, really? What did he talk about?
B: Actually, it was unbelievable. He was talking
about my friend, Grace, the whole time. He was
in love with my friend whom he met last year
but left him after only a month.
A: Oh! What a small world.
 Activity 5.4:

• Instruction: Select the correct relative

pronoun from the list given and complete the
blank space in each of the following
sentences.
• Where When Who
• Which Why Whose
 Cont’d
1. This is a restaurant ------------- you can find many different cuisines
from around the world.
2. The moment ------------------ I found out the exam results was one
of the worst times in my life.
3. Those ------------------ are eager to join the Spanish class should
sign up by tomorrow.
4. Los Angeles, --------------------- is one the most visited tourist
destinations, is a fascinating city.
5. I would like to know the reason --------------- you decided not to
join us.
6. The Amazons, ---------------- warrior nature is stressed in Greek
mythology, have been a popular subject for the movie industry.
 Cont’d
7. The Early Bronze Age was a period -------------- the climate
was significantly warmer and drier than today.
8. Anyone ---------------- is interested in mountaineering
should have enough physical strength to endure the harsh
conditions.
9. Creating a website ---------------- is accessible to color
blind people can make a big difference.
10. One of the reasons ---------------- most of us change is
because we need to adjust and adopt to the changing life
conditions.
11. The 19th century artist, --------------- name I couldn’t
remember, was very prolific at his time
• Instruction: Underline the pronoun that best completes each sentence.
• 1. Do you know anyone which/ who can repair cigarette burns on
clothes?
• 2. It’s usually children from deprived backgrounds that/ which cause
the worst problems.
• 3. The Council provides bins in that/ which waste paper can be
deposited for recycling.
• 4. Address the reference ‘to who/whom it may concern’, as it’s very
formal.
• 5. The town hall clock played a different tune at twelve every day,
which/ what amused the locals and attracted tourists.
• 6. There’s a lucky person in this hall who/ whose lottery ticket has just
won them 7, 000,000 Birr.
 Notes: Defining relative clauses
Defining relative clauses specify a noun or pronoun
in the main clause and are necessary if we want to
understand the meaning of a sentence.
Example:
1. I saw the girl who was outside our house.
2. They wanted the picture that cost two pounds.
The relative pronouns ‘who’ and ‘that’ help us
express what girl or picture we are talking about.
 Cont’d
 Other pronouns which serve a similar purpose
include which, whose and whom.
 Commas are not used in defining relative
clauses.
 When using defining relative clauses in
informal speech and writing, the relative
pronoun can be left out completely if it refers
to the object of the relative clause.
 Cont’d
e.g. 1. This is the shirt that I bought.
2. This is the shirt I bought.
3. The girl who I like isn’t here yet.
Non-defining relative clauses:
Non-defining relative clauses do not specify
nouns and pronouns; they only describe a
preceding noun or pronoun.
 Unlike defining clauses, they are written with commas.
e.g. 1. My father, who is 65 now, still works.
2. His car, which cost nearly 20,000 pounds, is broken.
The connective relative clauses do not specify or describe
the preceding nouns or pronouns, but only develop the
story.
e.g. 1. I gave the letter to James, who sent it to
Mekele.
2. She passed me the salt, which fell on the floor.
 Part III Speaking
Discuss the most important tangible and intangible heritages of
Ethiopia

Video Lesson
Instruction:
Discuss the following points with your group members
1. Explain the cultural heritages existing in your region to your
group members.
2. Tell your group members about which of our national heritages
you like most.
3. Discuss what you have done and what you should do our cultural
heritages.
 Part IV Writing
Activity 5.9:
Instruction:
Write an essay on the following topics.
1. We have to preserve our cultural heritages.
2. Cultural heritages have multiple advantages to our
country.
3. Our roles in valuing our cultural heritages.
 Thank you guys for your enthusiasm and the
awesome moments we had together.
Wishing you all an amazing campus stay and
success in your future career!