Grade 3 Maths ST

New
English for Ethiopia

Student’s Book
Federal Democratic Republic of Ethiopia
Ministry of Education
English for Ethhiopia Student’s Book Grade 3
Student’s Book
Grade 3
ISBN
Grade 3 English Student’s Book 3 Price
Student’s Book
Grade 3
Writers: Alamirew Gebremariam, PhD
Mekasha Kassaye, PhD
Content Editor: Geremew Lemu, PhD
Curriculum Editor: Demekash Asregid
Language Editor: Amanuel Alemayehu, PhD
Illustrator: Eyayu Genet
Designer: Tesfamichael Getu, PhD
Federal Democratic Republic of Ethiopia
Ministry of Education
ACKNOWLEDGEMENTS
CONTENTS
UNIT 1 MY SCHOOL 1
UNIT 2 MONTHS OF THE YEAR 19
UNIT 3 THE TRAFFIC SIGNS 32
UNIT 4 RIVERS 49
UNIT 5 CASH CROPS 65
UNIT 6 CUTTING TREES 81
UNIT 7 THE NATIONAL FLAG 89
UNIT 8 CLEAN SURROUNDING 103
UNIT 9 RESPECTING EACH OTHER 112
UNIT 10 POTTERY 127
Unit 1 MY SCHOOL
Section One: Listening
BEFORE YOU LISTEN
Activity 1
Look at the following pictures. Tell the names of the pictures to your friend.
1 2
3 4
Activity 2
List down in pairs five objects you find in your classroom.
Example: “chair”
Grade 3 English Student’s Book 1

Unit 1 My School
Activity 3
Read aloud the following words. Match those words with the pictures.
A. sports Kit B. white board C. ventilator

D. duster E. arm chairs
1 3
Activity 4
You are ready to listen to a story. What do you think the story will be about?
List down three things and tell to your partners.
Example: Number of students in that school
2 Grade 3 English Student’s Book

Unit 1 My School
AS YOU LISTEN
Activity 5
Now you are going to listen to the story. After you listen to it once, discuss
the following questions in pairs.
1. What is the listening story about?
2. Does the writer of the story love the school?
3. Is the writer of the story a male or female? How do you know?
Activity 6
Look at the things in the following picture of a school. List down two objects
which are found in the story you listened to but not found in the picture.
Example: chalk kits

Unit 1 My School
Activity 7
Now, you are going to listen to the story for the second time. As you listen,
match the words and ideas on the right with those on the left.
A B
___ 1. Container or bag A. 500 meters
___ 2. Number of students B. female
___ 3 . Teachers C. kits
___ 4. The writer D. careful and kind
___ 5. Big E. the size of playground
___ 6. Distance of school from the F. double story building

writer’s house
G. 300
AFTER YOU LISTEN
Activity 8
Copy the following table on your Exercise book. Based on the story, answer
the following questions by putting a tick mark (√) in the table.
No. Statement True False

1 Some rooms are narrow.
2 The writer is Grade 3.
3 The writer walks to school always.
4 The school has a big garden.
5 The writer does not have classmates.
6 The school is located in remote rural area.

Unit 1 My School
Activity 9
There are two pictures of schools below. One is a picture of the school in
the story and the other one is another school. Look at them and answer the
questions set after the pictures.
1. Which school is located in a town or in a city?
2. Which school is located in rural area?
3. Is your school found in a rural area?
4. Is your school found in an urban area?
5. Which school you love most? Why?
6. Which school do you think has better facilities for students?
7. Is school B big or small compared to your school? Why?

Unit 1 My School
Activity 10
Visiting your school compound, complete the following paragraph.
I am Grade.................... The name of my school is ...................

............................................ It is located in Wereda ....... I go
to my school at ............local time. I come back from my school at
.................. local time. I go to school with my classmates. I have
..................number of classmates. Back from school, I study the
notes in my ....................... The name of the director of my school is
...........................................
Activity 11
Try drawing your school compound in your exercise book. Indicate all
facilities and services in the school as much as you can. Show the picture
you drew to your partner.
Activity 12
Go in front of your classmates, and speak about your school in English. Use
the model in Activity 10, to structure/outline your speech.

Unit 1 My School
Activity 13
Look at the picture of a modern school. Describe the picture to your partner.
Use the frame below the picture to describe the school in writing.
The modern primary school has many things such as _________________

,_________________________,___________________________,___
______________,___________________,______________________,
_________________________________________. Especially I like the
___________________ because of_______________. I think, this school
is not located in rural area. It is located in________________ area. The
school is different from my school because it has ____________,________
__,___________ and, _____________________.

Unit 1 My School
Section Two: Speaking
READING ALOUD OBJECT NAMES
Activity 1
As you look at the pictures of the following objects, read them aloud. Your
teacher may also show you a flash card containing the pictures of those
objects.
garden plugs desk
ASKING AND RESPONDING TO QUESTIONS
Activity 2
Ask oral questions about each object below and let your partner answer. See
the pictures of Hanna and Mengistu below asking one another as example.
Hanna: What is this?

1
Mengistu: This is a desk.

Unit 1 My School
Activity 3
Look at the pictures in Activity 2 and take turns to play the dialogue below.
When you speak, indicate the right picture with your finger.
Selam: What is this?
Dechassa: This is a garden.
Muktar: What is this?
Medina: This is a table.
Zeleke: What is this?
Semira: This is a white board.
Activity 4
Match each question with the correct answer. Write the questions and
answers in your exercise book. The answers are supported with pictures.
1. Where is the library?
2. Where is the toilet?
3. Where is the staffroom?
4. Where is the director’s office?

Unit 1 My School
Activity 5
Your teacher will show you five pictures of classroom and school objects.
Name the objects as the teacher shows you one by one. Then write down the
spelling of each in your exercise book.
Activity 6
Use the example below and, first write out sentences on the importance
of the following classroom and school objects. Then make a short speech
using the sentences you wrote to your class.
Habtamu: What is a chair used for?

Lensa: A chair is used for seating on.
A. Chair
B. Table
C. Window
Activity 7
Now match your answers with the pictures given below.
1 2
3 4
Unit 1 My School
Section Three: Reading
BEFORE YOU READ
Activity 1
Tell the meanings of the following words to your partner in your local
language.
English In your language

a. Gate
b. Restroom
c. Café
d. Library
Activity 2
Match the above words with the pictures given below.
1 2
3 4

Unit 1 My School
Activity 3
Before you read the passage below, guess the meanings of the following
words and tell to your partner. Then match those words with the pictures
given below.
A. Meeting
B. Laboratory
C. Halls
1 2 3
AS YOU READ
Activity 4
Now read the following passage and underline the words you spoke the
meaning of above.
At School
At school we learn. Students, teachers, and other administrative staff
make up the school’s community. It is a place of getting education. At
school, we find laboratories, libraries, halls, cafes, and restrooms.
Laboratories have chemicals. Libraries have books. Halls are used for
meeting. We drink tea at cafes. A school can have many gates. But one
of these gates is a main gate.

Unit 1 My School
Activity 5
Read the above text again and fill in the following table with the correct
information from the passage.
Facility/service Used for
Laboratories For making experiment

library ________________
___________________ For drinking tea
Halls ________________
Activity 6
Below you find words from the passage above in the wrong order. Reorder
them and make up sentences. See the example done for you.
Gate/ school/a/ my/ has/ My school has a gate.

1. Milk/drink/at/café/we/a/ ..................................................................
2. Experiment/used/are/laboratories/for/making ....................................
3. Restrooms/two/are/there/types/of/....................................................
Activity 7
Complete the sentences given below using the most appropriate word for
the given sentence from the list.
a) blackboard e) desk i) teacher

b) protractor f) set squares j) compass
c) scotch tape/sellotape g) clip k) school bag
d) test tube h) flask l) funnel
1. I ____my pictures on the wall.

2. Use ___to power the oil into the small container.
3. Put the chemicals in the ____________and store it for long time.
4. I held all hand-outs together using ______.
Unit 1 My School
5. Use __________and draw the lines.
6. An instrument for measuring angles is called ___________.
7. Put your exercise book on your _____ and stand up!
8. In our school we have excellent ___and student relationship.
Activity 8
Look at the following pictures. Match those pictures with some of the names
of objects given in the table above for Activity 7.
1 2 3
4 5 6
Section Four: Vocabulary
PRONUNCIATION
Activity 1
See Activity 7 above, the list of school and classroom objects given in the
Table. First let your teacher read them aloud for you. Then, you read them
aloud or pronounce them. Imitate your teacher.

Unit 1 My School
Activity 2
Write out (with the correct spelling) words for the following pictures.
1 2 3
4 5
Activity 3
Below in the box are given words taken from the listening and reading story
in this unit. Use the most appropriate word to fill in the following blank
spaces.
1. I have a very .............................. mother.

2. English teacher ..............................very well.
3. Our classroom is very ....................... My phone is not .......................
today.
4. My house is ...................... near my school.
5. All teachers have....................... with them.

Unit 1 My School
Section 5: Grammar
ASKING FOR AND OFFERING PERMISSIONS
Activity 1
Use “May I” expression. Ask permissions for use of the following classroom
objects. Use the example given below.
Example: Student: May I use the teacher’s table please?

Teacher: Yes, you may.
No. Materials Asking for permission Giving/granting permission

1 Clip
2 Bag
3 Dusk
4 Ruler
5 Compass
6 Eraser
Activity 2
Take turns to role play the dialogues you constructed in Activity 1 above.
Can and Could
We can also use “Can” and “Could to ask for permission.

We use can to ask for permission to do something:
• Can I ask a question, please?
• Can we go home now?
Could is more formal and polite than can:
• Could I ask a question, please?
• Could we go home now?

Unit 1 My School
Activity 3
Study the notes given in the box above and ask as much permission as
possible to get the following services. Use “Can, “Could” and “May”.
Loving wide located chalk kit charging teach
Example: Use Hanna’s pencil: Can I use Hanna’s pencil?
1. To go home for lunch.......................................................................
2. Use Neamin’s phone.......................................................................
3. Speak in French...............................................................................
4. Go to the restroom .........................................................................
5. Attend the concert .........................................................................
Section 6: Writing
KNOWING THE SPELLING OF CLASSROOM OBJECTS
Activity 1
Listen to the following ten words read out loud by your teacher and write
down the words you hear with correct spelling. The words refer to common
school and classroom materials.
Word (with correct spelling)
1. ..................................... 6. .....................................
2. ..................................... 7. .....................................
3. ..................................... 8. .....................................
4. ..................................... 9. .....................................
5. ..................................... 10. ...................................

Unit 1 My School
Activity 2
Complete the following words with the missing letter/spelling to make them
correctly spelled words.
Example: school :
1. d_re_to_
2. c_as_room
3. de_k
4. p_ri_d
SENTENCE CONSTRUCTION
Activity 3
Make up three complete sentences of your own. Each sentence must have
only three words. Write down the sentences in the table below. Use the
given classroom materials to make up sentences. See the example.
Classroom objects Sentence

pencil Example: I have a pencil.
ruler
compass
whiteboard
lunch bag

Unit 2 MONTHS OF THE YEAR
Activity 1
Before you listen to the text, answer the following questions. Work in pairs
or groups.
1. Do you like the month of September? Why?
2. What do your parents buy for you in September?
3. Do you like the New Year Holiday? Why?
Activity 2
As you listen to the text, answer the following questions. Then, tell your
answers to the class.
1. When does the Ethiopian New Year begin?
2. Do Ethiopians celebrate the first day of September? Yes/No
3. What do parents buy for their children for the new year’s
holiday?
4. Parents do not spend a lot of money in September? True/ False

Unit 2 Months of the Year
Activity 3
The teacher reads aloud the text for the second time. After you have
listened to the text, answer the following questions. Work in groups and
tell your answers to the class.
1. Everybody likes the month of September. True/False
2. The mountains become dry during September. True/False
3. Wild animals come out of the bushes in September. True /false
4. Ethiopians celebrate the New Year by exchanging flowers. True/False
5. Are parents happy during the month of September? Yes/ No
6. Why do children like September?
7. What do your parents buy for you?
Activity 1
In pairs, ask and answer questions about what your parents buy for you in
September. Play the role, turn by turn. Follow the example given.
Example:
Tigist: What do your parents buy for you

in September?
Fatuma: They buy for me shoes and

clothes.

Activity 2
In pairs ask and answer questions about the days of the week. Change your
roles, turn by turn.
Example:
Jemal: What is the day today?
Feyissa: Today is Monday.
Activity 3
What day comes before or after the given day? Give the correct day of the
week in the blank spaces given below. First do it individually. Then, show
your answers to your partner.
1. ........................,Monday
2. Tuesday,........................,
3. Thursday,........................
4. Saturday,........................,

Activity 4
Complete the names of the days of the week in the following balloons.
Work in groups of three or five. Also, the teacher will sing a song on the
days of the week. Sing the song with the teacher.
Activity 5
Answer the following questions in pairs /groups.
1. What is the day today? It is _________________.
2. What was the day yesterday? It was_________________.
3. What will be the day tomorrow? It will be _______________.
4. How many days are there in a week? There are___________days.
5. How many days are there in a month? There are___________days.
6. How many weeks are there in a month?___________________.
7. What are the days of the week? They are _____,_______,______,_____

__,_______,and _______.

Activity 1
Before you read the text given below, answer the following questions.
1. How many months are there in the Ethiopian calendar?________

2. How many days are there in each month?__________________
3. How many seasons are there in our year?__________________
4. In which months are schools closed?______________________
MONTHS OF THE YEAR

In Ethiopian calendar there are 13 months. There is sun shine in all of
the months. Each month has 30 days except Pagumen.. Pagumen has
five days every year and six days every four years.
The first month of the Ethiopian New Year is September. The last
month of the year is Pagumen. October, November, December and
January are dry months. Crops are harvested during these months.
In February, March, and April there are shower rains in most of the
regions. During this time crops like wheat and barley are grown. They
are harvested in the last days of April.
May is usually sunny. There will be only little rains. June, July, and
August are rainy months. Almost all crops grow during this season.
There may be heavy rains followed by floods.

Activity 2
As you read the passage, answer the following questions. Then compare
your answers with your neighbor’s. Sing the song of the months of the year
with the teacher.
1. We get shower rains in _________,_______and________months.
2. All months have 30 days. True/False
3. All crops are grown in May. True/False
Activity 3
After you have read the passage, answer the following questions. Work in
groups. Then, tell your answers to the class.
1. The Ethiopian New Year begins in the month of ................................
2. What is the last month of the Ethiopian year?
3. In which months are most of the crops grown?
4. Which months are sunny and dry?
Activity 4
Study the months given below – Can you correctly pronounce them? Your
teacher will say them aloud to you. Say after him.

Activity 5
Discuss what you understand from the song given below. Sing the song with
him.
The Months of the Year
Thirty days have September,

April, June and November,
All the rest have thirty one,
Excepting February alone
Which has 28 days,
Every year
And 29 each leap year
Activity 6
In pairs ask and answer questions. Do this as many times as there are
months.
Example:
Jemal: How many days are there

in June?
Feyissa: There are 30 days in

June.

Activity 7
In the following table, write the months. Then show your sentences to your
neighbor. Then, say out the months after your teacher.
1. September 2. 3.
4. 5. January 6.
7. 8. 9. May
10. 11. July 12.
Activity 8
Which Month comes before or after the other? Complete the following blank
spaces. Work in pairs or groups.
1. September, October,............................
2. December, January,............................
3. ............................April, May ............................
4. ............................ August
5. What is the month today?
6. What was the previous month?
7. What will the next month be?
Activity 9
Answer the following questions in groups. Report your answers to the
class.
1. Today is Monday, what will the day be tomorrow?
2. Today is Wednesday, what was the day yesterday?
3. Today is Friday, what will the day be after tomorrow?
4. Yesterday was Tuesday, What is the day today?
5. Yesterday was Saturday, what was the day before yesterday?

Activity 10
Ask and answer questions about the days in a month. Work in pairs. Play
the role, turn by turn.
1. A: How many days are there in January?

B:.........................................................
2. A: What do your parents buy you in September?
B:.........................................................
3. A: How many days are there in February?
B:..........................................................
4. A: How many days are there in a week?
B:.........................................................
5. A: What do the farmers do in July and August?
B: They :.........................................................
Activity 1
In the table below, you have months in the first column. From the passage
find out situations as in the example and write them in the second hand
column. Work in pairs. Then, tell your answers to the class.
Months Situations/season
September flower
October
November
December
January

Activity 2
The words in column A are taken from the reading and listening texts.
Match them with their meanings given in column B. Then show your answers
to your teacher.
A B
1.shower rain a. area
2.heavy b. gathering crops
3.flood c. water formed after rain
4.dry d. difficult to lift
5.harvesting e. without water or rain
f. little rain
Activity 3
Complete the following sentences by the words given below. You may use a
word twice.
heavy flood harvesting rivers seasons
1. Ethiopia has many ........................................
2. After the rain was over, there was a lot of .........................................
3. The farmers are ........................................ their crops.
4. Yesterday, we had ........................................ rain.
5. The ........................................ takes away everything it gets on its way.
Activity 4
Answer the following questions in groups. Tell your answers to the class.
1. Today is Monday, what will the day be tomorrow?
2. Today is Wednesday, what was the day yesterday?
3. Today is Friday, what will the day be after tomorrow?
4. Yesterday was Tuesday, What is the day today?
5. Yesterday was Saturday, what was the day before yesterday?

Section Five: Grammar
Time Conjunctions
Time conjunctions include before, after.

Study the meanings of the following sentences:
September comes before October.
January comes after December.
Activity 1
What comes before or after what? Answer the following questions
individually. Then, compare your answers with the answers of your group
members.
1. Number 3 comes before_______________.
2. Number 8 comes before_______________.
3. Number 5 comes after________________.
4. Number 9 comes after________________.
5. Number 20 comes before______________.
6. Monday comes before________________.
7. Friday comes after__________________.
8. Sunday comes after_________________.

Activity 2
Complete the following sentences by the time conjunctions (before
(before and
after).. Work individually.
after) individually.
1. _______________you go out for class, you should have your things in

your bag.
2. ____________ a fifteen minute brake, we went back to our classes.
3. ____________ March, we will have April.
6._______________you go to class, you should eat your breakfast.
Section Six: Writing
Activity 1
What do your parents buy for you every September. Write a five sentence
paragraph. Follow the given example. First, do it individually. Then show it
to your group members.
Example: Every September, my parents buy for me a pair of shoes.
............................................................................................................
............................................................................................................
............................................................................................................
............................................................................................................
............................................................................................................

Activity 2
Write five sentences about what you like to buy for the New Year’s Holiday?
Write your sentences in the space given below. Then show your sentences
to your group members.
Follow the example:
1. I like to buy a pair of jeans trousers.

2..........................................................................
3...........................................................................
4...........................................................................
5...........................................................................
6...........................................................................

Unit 3 THE TRAFFIC SIGNS
Activity 1
Look at the pictures. Then, answer the questions by writing. Then, discuss
your answers in pairs.
1. Where do you live? City/town or rural area?

2. Have you ever seen traffic lights in your area?
3. Have you seen traffic lights somewhere else?
4. Which picture shows rural area? A or B?
5. Which picture shows urban area? A or B?

Unit 3 The Traffic Signs
Activity 2
Ask your parents or someone who knows about traffic lights. Or, refer to
a book or website/Internet about traffic lights and answer the following
questions orally with your partner.
1. Which colors are used for traffic lights?

2. Do you think traffic lights are useful for pedestrians, people who walk?
3. Have you ever seen car accident?
4. What do you think are the common causes for car accident?
5. Which picture of the following picture shows the causes of car acci-
dent? A, B, or C?
A B

Activity 3
Look at the traffic light pictures given. Can you math the following colors
of traffic light with their meanings?
No Traffic light Meanings

colors
1 Red A. Complete stop

2 Yellow B. Go/Pass
3 Green C. Warning/ready to stop
4 Flashing yellow D. Slow down and prepare to stop
5 Flashing red E. Stop/ warning dangerous
intersections
Activity 4
Match the following pictures with the right words they represent.
A. a pedestrian ____ B. a cyclist____ C. a driver____ D. a mechanic
1 2
3 4
Activity 5
Now, listen to the passage for the first time. Then, match the words and
ideas on the right with those on the left.
A B
1. intersections A. running in a red traffic light
1. signals B. number of colors of signals
2. complete stop C. green light
3. use of traffic signals D. colors
4. flow of cars E. Traffic
5. go F. red light
6. three G. control traffic
7. dangerous H. place of crossing or convergence
Activity 6
Look at the pictures below. Identify those pictures that show respect for
traffic lights and those pictures that do not respect traffic lights rules.
A B
C D
Activity 7
The following words in Column A are taken from the passage you listened
to. Listen to the passage again and match the words with their most
appropriate meanings given in column B. Write down your answers in your
exercise book.
A B
1. complete A. motorist
2. traffic B. full
3. indicates C. walker
4. pedestrian D. flow of cars
5. drivers E. show
Activity 8
Now listen to the passage for the third and last time and say whether the
sentences in the table are true or false.
No Statement True False

1 Treat a yellow light as the beginning of a red light.
2 Pedestrians must not respect traffic signals.
3 Cyclists must obey traffic signals.
4 Traffic lights can have ten colors.
5 A driver must know all traffic signals.
6 Flashing lights show dangerous intersections ahead.
7 A flashing yellow light tells you to slow down and

prepare to stop.

Activity 9
Interview any traffic policeman around your village. Find out what each of
the following road signs and symbols mean for drivers.
Example:
1. Approaching road will become narrower.
2. .............................................................
3. .............................................................
4. .............................................................
5. .............................................................
Activity 1
Your teacher will show you different flash cards that contain different
traffic light colors. As you look at the cards, first read the words aloud.
Then write down the meaning of each color.
.................. .................. ..................

Activity 2
Look at the pictures of colors on the right and match them with their
names on the left.
Colors
1. Red a.
2. Blue b.
3. Yellow c.
4. Green d.
5. Orange e.
6. Purple f.
Activity 3
Take turn with your partner to practice the dialogue below about the
meanings of traffic light colors.
Hanna What does the red light or color mean? Question

Belachew It means stop driving completely. Response
Ujulu What does the green traffic light color mean? Question
Letekidan It means you can go. Response
Mamo What does the yellow traffic light color mean? Question
Jemal It means get ready to stop. Response

Activity 1
Before you read the passage, talk about the following questions in groups
of three.
1. Where do you see traffic lights?

2. What is the job of traffic police?
3. Where do we find traffic lights?
Activity 2
Look at the pictures below and match them with the following words.
People Picture
1. Traffic police
2. Driver
3. Teacher
4. Student
5. Pilot
A
B C
D E
Activity 3
Now read the following passage and check if the answers you gave above
in Activity 1 are correct. Discuss your answers in pairs.
Activity 4
Look at the picture of a traffic police Tell your partner what the traffic
police is doing. Now read the passage again and fill the table below with
the correct information.
Whistle Classic traffic Smart traffic

system lights lights
Characteristics/ 1. _____ 1. ______ 1._____
advantages/
2. _____ 2. ______ 2. _____
disadvantages

1.
Smart Traffic Light

Management System
Traffic lights are signaling devices located at road intersections and
pedestrian crossings. They are now part of our everyday life. Before
traffic lights were invented, policeman would control traffic. But accidents
would still occur frequently. This is when J. P. Knight took action in 1868.
He made the first traffic light. It was installed outside the British Houses
of Parliament. But it didn’t last long since it exploded in 1869 due to a
gas leak.
Until 1912, human traffic policemen often used a complex whistle system
to direct traffic. The system was confusing and ineffective. It was boring
but also dangerous. To avoid these problems, classic traffic lights were
invented. Classic traffic lights are pre-programmed, inflexible. They do
not adapt to the rapid changing traffic situation. This causes damage to
the economy and to the environment. During peak hours vehicles and
pedestrians need equal chances to pass, while at off-peak times there’s no
need to stop.
Compared to classic traffic lights, smart traffic light takes into consideration
the traffic situation. It triggers the lights to react as needed in a timely
manner. This is because all the traffic lights will be connected to each
other through a communication platform.

Activity 5
Answer the following comprehension questions in one or two words.
6. Which system of traffic lights, the classic or the smart one, is more com-
fortable to drive?
7. Who controlled the traffic system before the invention of traffic lights?
8. What were the problems classic traffic lights avoided?
9. Where was the first traffic light installed?
Activity 6
Take turns and retell the story of the reading passage to your partner. Use
the illustrations below to help you remember the main points of the text.

Activity 7
Now your teacher will read aloud five sentences in which there are names
of colors. As you listen write down the spelling of those names of color in
your exercise book.
Names of colors Sentences the teacher will read aloud.
1. ___________ 1. If you see green traffic lights, please go ahead

2. ___________ or drive.
3. ___________ 2. It is dangerous not to obey red traffic lights.
4. ___________ 3. When it turns yellow, it is a signal of warning to
5. ___________ stop.
4. There are no blue traffic lights.
5. There are also no orange traffic lights.
Activity 1
Match the words given below with their contextual meanings, as they are
used in the passage above.
A B
1. accident a. means
2. pass b. song
3. platform c. go
4. classic d. old
5. adapt e. crash
f. die
g. adjust

Activity 2
Look at the following words taken from the above passage. Find at least
one word with an opposite meaning to each of the given words. The jumbled
sentences given below may give you hints.
1. boring .......................
2. before .......................
3. classic .......................
4. rapid .......................
5. requently .......................
A. The teacher gave us answer key after we completed the examination.

B. During sunny season, it rarely rains.
C. The earth’s movement around the sun is slow.
D. Smart traffic lights are modern discoveries.
E. The English class is always interesting.
Activity 1
Study the examples below. Look at also the pictures. Then write out in the
spaces given below what you have and what you don’t have.
Examples
1. Mesfin has an exercise book.

2. Martha has a red pen.
3. Derartu has a sports bag.
4. Grade three students have a good teacher.
5. My sisters have a uniform skirt.
6. The footballers have their own ball.
7. Hagos does not have a jacket.

Martha Derartu
1. I......................... Phone.
2. I. ......................... lunch bag.
3. I ......................... dinner yesterday.
4. I ......................... English textbook.
5. I ......................... mobile charger.
6. I ......................... laptop.
7. I ......................... raincoat.
8. I ......................... new jeans trousers.
9. I ......................... two oxen.
10. I ......................... three chickens
Mesfin

Activity 2
Look at the following pictures. Put a tick mark in front of the item you have
only.
1. 2. 3.
4. 5. 6.
7. 8. 9.

Activity 3
Make up ten possible correct sentences from the following substitution
table. Your teacher may give you an example.
Example: Bontu has a boyfriend.
Bontu a friend.
Meskerem and Rehima guns
The soldiers has/have/had a coach
Footballers does not have/did not have/ birthday party today
The nurse do not have a wedding
Students a gown
a uniform
a training yesterday
Activity 1
Using the words given below (taken from the listening and reading stories
above) write up five sentence of your own.
Example: I had a car accident last year.
1. accident
2. traffic police
3. pass
4. signal
5. obey

Activity 2
Make up ten sentences of your own using have/has/had/does not have/do
not have/did not have.
Example: My mother has a cosmetics kit.
1. ...................................................................................................................
2. ...................................................................................................................
3. ...................................................................................................................
4. ...................................................................................................................
5. ...................................................................................................................
6. ...................................................................................................................
7. ...................................................................................................................
8. ...................................................................................................................
9. ...................................................................................................................
10. ...................................................................................................................

Unit 4 RIVERS
Before you listen to the text, answer the following questions in groups.
Your teacher will read aloud the text to you.
1. Do you know the biggest river in Ethiopia?
2. Do you know other big rivers in Ethiopia?
3. Is Ethiopia constructing hydro-electric power?
4. Where does the Abay River originate?
5. What are the names of rivers/streams in your area?
6. What are the uses of water?
Activity 2
Do you know the meanings of the following words? Your teacher will tell
you their meanings. Write their meanings in your exercise books.
streams tributaries merges volume mountains

huge contributes generate develop

Unit 4 Rivers
Activity 3
As you listen, try to complete the table given below. The teacher reads
aloud the text for the second time. Then, compare your answers with that
of your group members.
1. The name of the river: ..................................................................

2.The river flows down to...................................................................
3. The tributaries come from:...................................and ...................
4.The two rivers meet in....................................................................
5.The dam is found in .......................................................................
6.The Abay River ends in...................................................................
7.The electric power it produces is.....................................................
Activity 4
After you have listened to the text, answer the following questions. Your
teacher will read aloud the text for the third time. Work in groups. Then
report your answers to the class.
1. Where do the Blue Nile and the White Nile Rivers meet?
2. How many megawatts of electric power will the Grand Ethiopian

Renaissance Dam generate?
3. Ethiopia is not constructing a dam now. True/False
4. Ethiopia contributes only 15 % of the volume of the Abay River. True/

False
5. The Abay River originates in Illuababora. True /False
6. What are the main points of the listening text? Discuss in groups.

Unit 4 Rivers
Activity 5
In groups, find the following rivers in the map.
Names of rivers:
rivers:
1. Abay
2. Baro
3. Genale
4. Tekeze
5. Webe shebele
6. Awash
Activity 6
In groups, answer the following questions by looking at the above map.
Report your answers to the class.
1. What other rivers are found in Ethiopia?
2. Where are these rivers found?
3. Is there any river or stream in your area?
4. How are these rivers or streams useful to the people in your area?
5. What are the uses of water?

Unit 4 Rivers
Dialogue
Activity 1
Practise asking and answering the following questions. Play the roles, turn
by turn.
1. Tewodros: What are the uses of a river?
Negassa:..............................................................
2. Hellen: What river or stream is found in your area?
Hadas:.................................................................
3. Getachew: Where does the Abay River flow to?
Dechasa:..............................................................
4. Mohamed : What other river do you know?
Hana: ..............................................................
5. Getachew : Where is the Grand Renaissance Dam found?
Gadissa:..............................................................

Unit 4 Rivers
Activity 1
Before you read the passage, answer the following questions in groups.
Then compare your answers with your neighbour’s.
1. What are the uses of a river?
2. What river is found in your area?
3. Is the river big or small? ?
4. What are the names of rivers that are found in Ethiopia?
Activity 2
As you read the following passage, complete the table below.
Name of river
Originates in
Uses are
Ends in

Unit 4 Rivers
The Awash River

The Awash River originates from the central high lands of West Shewa zone
in Oromia Region. It travels in the middle of East Shewa zone. It then goes to
the Afar Region. Finally, it flows down to the Danakil Depression. It sinks in the
sands in this area.
This river is used for irrigation. It is used to grow banana, orange, sugar cane, etc.
It is also used for drinking. The Koka Dam is constructed from this river. This
dam was constructed during the Haile Silassie regime. It generates about 400
megawatt electric power.
Activity 3
After you have read the passage, answer the following questions. Then
tell your answers to the class.
1. Where does the Awash River originate?
2. Where does it end?
3. In what ways is the river useful to the people nearby?
4. When was the Koka Dam constructed?
5. How many Megawatt electric power does it generate?
Activity 4 you write down some other points discussed in the passage?
6. Can

Unit 4 Rivers
Activity 4
In groups, complete the following table about Ethiopian rivers. This task
is a homework. You may ask other people or your Geography teachers for
the answers.
Name of a river origin uses Where it ends
1. Abay
2. Baro
3. Tekeze
Activity 1
The following words are taken from the listening and reading passages.
Match them with their meanings.
A B
1. begins A. generate
2. build B. goes deep into the soil

3. produce C. middle
4. sinks D. having no rain and water
5. desert E. starts
6. central F. construct
7. ends G. lasts

Unit 4 Rivers
Activity 2
Complete the following sentences by the words given in the box. Work
individually, then, compare your answers with your neighbour’s.
join stream constructing generate riginates produces
1. The Abay River ........................ in the mountains.
2. The Awash River may ........................ the Red Sea.
3. Rivers are used to ........................ electricity.
4. A small ........................ flows by the side of our village.
5. Ethiopia is ........................ a new dam.
6. A dam ........................ hydroelectric power.
Activity 3
Study the meanings of the following words as they are used in the passage.
river water tributaries long short

flows small big flood
Activity 4
Complete the following sentences by the words given below. Work in pairs
or groups. Then show your answers to another group.
stream mountain huge merge tributaries enerates
1. There is a small .................... in our village. We get drinking water from it.
2................................ are small rivers that join the Abay River.
3. Small streams ........................ with the Abay River.
4. Hydroelectric power ........................ electricity.
5. Abay is a ........................ river. It is also the longest river in the world.

Unit 4 Rivers
Activity 5
Complete the following sentences by the words given below. Work in pairs.
Then compare your answers with the answers of another pair.
Streams tributary mountainous generate

merge volume source
1. Many ........................ flow to the Abay River.

2. The Blue Nile (Abay) and White Nile ........................ in Khartum.
3. Ethiopia is the ........................ of Abay River.
4. Water falls ........................ electricity.
5. The ........................ of the Abay River increases in the rainy seasons.
6. Dedessa River is a ........................ river of Abay.
Activity 6
Complete the following sentences by the words given below. Work in groups.
Then compare your answers with that of your group members’.
river stream flood tributaries long short flows small water
1. The Abay ........................ flows to the Sudan.

2. The Awash river ........................ to the Afar Region.
3. Many ........................ join the Abay River.
4. In our village, there is a ........................ river.
5......................... is useful to us in many ways.
6. Abay is a ........................ river.
7......................... takes away the soil.
8. Abay River has many .........................
9. In Ethiopia, there are many ........................ in all places.

Unit 4 Rivers
THE PRESENT CONTINUOUS TENSE
Activity 1
Read the following sentences and do the activity given below.
I am
We are reading a newspaper.
They are
He/ She is
Can and Could
The structure of Present Continuous Tense is
subject +am/is/are +Object

Unit 4 Rivers
Activity 2
Complete the following sentences by looking at the pictures given below.
Then, work with your classmates.
1. The students __________playing football.
2. My mother_____________ cooking food.
3. My brothers__________ reading newspapers.
4. The gardener____________ planting seedlings.
5. My sister ____________doing her homework now.
6. Martha ____________teaching English.

Unit 4 Rivers
Activity 3
Write sentences about what students are doing in class. Then tell your
sentences to your teacher.
....................................................................................................................
....................................................................................................................
....................................................................................................................
....................................................................................................................
....................................................................................................................
Activity 4
Match the following action words with the pictures.
Words
1. Cut____ 2. burn ____ 3. climb ____ 4. wash ____
Actions
a b
c d

Unit 4 Rivers
Activity 5
Match the following sentences with the activities presented in pictures.
Work in pairs or groups.
1. Fatuma is combing her hair.
2. Wakjira is reading a book.
3. Tadesse is washing his hands.
4. Haimanot is cleaning the house.

a
5. Aster is cooking food.
6. Chaltu is playing tennis.
7. Hagos is riding a bicycle.
8. Gadissa is planting seedlings.
c d e
f g h

Unit 4 Rivers
Activity 6
Write complete sentences on each of the following activities. Then, read
out your sentences to the class.
1 2
3 4
QUANTIFIERS
Activity 7
Complete the sentences below by the following quantifiers. First work
individually. Later, compare your answers with your classmate’s answers.
Few many some a lot of little
1. There are ......................... students in class.

2. There is ......................... milk in the bottle.
3. The woman has ......................... money.
4. There are ......................... books in the library.
5.......................... people are talking about the war.

Unit 4 Rivers
COUNTABLE AND UNCOUNTABLE NOUNS
Activity 8
What objects do you see in class? Report what you see in class to the
teacher. The teacher lists down the objects on the blackboard.
Countable nouns Uncountable nouns….. measurement
Chair water……........A liter of water

Desk milk……...........A glass of milk
Duster oil…….........….A litre of oil
Book teff………........100 kilograms of teff
Pen meat…….........A kilo of meat
Exercise book sand……..........A sack of sand
Student gas……...........10 cubic meters of gas
Computer paper……….….A ream of paper
Your teacher writes sentences using the quantities you give him. Then,
write your sentences.
Activity 9
Individually, complete the following sentences by the quantifiers given

below. Then show your answers to your teacher.
a lot of many some much few any
1. There is ........................... bread in the basket.
2. Can you lend me ........................... money, please?
3. There is not ........................... milk in the bottle.
4. There are ........................... people in the market
5. The students in class are very ............................

Unit 4 Rivers
Activity 1
In pairs or groups, write five sentences about the uses of water. Use the
given notes. Then read out your sentences to the class. Finally write the
correct sentences in your notebook.
for cleaning our houses

The Uses of Water: for washing our bodies
for drinking
for washing clothes
for growing crops
Write 5 sentences.
.................................................................................................
.................................................................................................
.................................................................................................
.................................................................................................
.................................................................................................
.................................................................................................

Unit 5 CASH CROPS
Activity 1
You are going to listen to a passage. Before you listen, look at the following
pictures of plants. Which one is a picture of coffee plant? Identify all plant
types.
Activity 2
With a partner, take turns and ask and answer the following questions
about your likes and dislikes. Give your answers using “Yes, I do.” or “No,
I don’t.”
1. Do you like tea? .......................................................................

2. Do you like coffee? ....................................................................
3. Do you like coffee more than tea? ...............................................
4. Do you make coffee at home? .....................................................
5. Do you make tea at home? ..........................................................

Unit 5 Cash Crops
Activity 3
Now, you will listen to a story about coffee plant. As you listen, match the
words and ideas on the right with those on the left.
Column A Column B
1. Ethiopia A. Brazil
2. Yemen B. Popular drink and one of the major
exports commodities.
3. More production of coffee beans C. One of the coffee dependent
countries
4. Country that is leading producer D. Coffee drunk in earliest times.
and exporter of coffee
5. USA E. The origin of coffee
6. Coffee F. Developing countries
7. The leading coffee producing G. Latin America
continent
Activity 4
The following words in Column A are taken from the listening story. Listen
to the story again, and match the words with their most appropriate
meanings given in column B. Write down answers in your exercise books.
A B
1. Leading a. relying heavily on

2. Beans b. was found
3. Dependent c. globe
4. Originated d. the most outstanding
5. Earth e. seed/plants

Unit 5 Cash Crops
Activity 5
Match the pictures below with the appropriate word.
a. plants b. seed/beans c. Earth d. globe
1 2
3 4
Activity 6
Now you will listen to the story for the third time. Answer the following
questions by putting a tick (√) in the table.

1 Coffee is both a popular drink and a major export
commodity.
2 Brazil exports two types of commodities.
3 Only the USA is a coffee dependent country.
4 Developed countries produce more coffee than
developing ones.
5 Coffee was first cultivated in Yemen.

Unit 5 Cash Crops
Activity 1
Look at the picture below. In pairs, tell each other what you see in the
picture. What is happening? Who is making coffee? Who is drinking coffee?
What different objects do you see in the picture?
Activity 2
Look at the picture of Munaand Tulu talking. With a partner, take turns
and practice the dialogue between Muna and Tulu. Then together with your
partner prepare your own dialog based on the model dialogue. Your topic
can be either “coffee” or “milk”.
Model dialogue
Muna: Hi, Tulu. How are you?
Tulu: I’m fine, Muna. By the way, I

was looking for someone who
can tell me about coffee. Can
you help?
Muna: Sure. After all, who doesn’t

want to know about coffee?

Unit 5 Cash Crops
Tulu: No one. Except maybe the people who prefer tea.
Muna: That’s true. Tea is good too, but I prefer coffee to tea.
Tulu: I also prefer coffee. How many cups of coffee do you drink a day,
Muna?
Muna: I…usually drink between 1 and 4. Four is probably too much but
some days I just need to get a lot of stuff done. So, that’s when I
drink a lot of coffee. How about you?
Tulu: Four is probably reasonable. Um, lately I don’t even finish one cup.
I used to drink many cups before. I don’t know!
Now, you write your dialogue (student A and student B) in your exercise
books.
Your dialogue (student A and student B)
A. _____________________________________________
B. _____________________________________________
A. _____________________________________________
B. _____________________________________________
A. _____________________________________________
B. _____________________________________________
A. _____________________________________________
B. _____________________________________________

Unit 5 Cash Crops
Activity 3
Talk about your likes and dislikes using the phrases and examples given
below in the box.
Examples:
• Like 1. I like coffee.

• Do not like (don’t like) 2. I don’t like milk.
• Prefer to 3. I prefer coffee to tea.
Now using the expressions above tell your partner if you like or do not like
the following activities. Take turns to do the activity.
Activities:
• Drinking juice
• Watching film
• Drinking coffee
• Telling lies
• Being absent from school
Activity 4
Match the actions given below with the pictures that describe the actions.
A
Actions Pictures
1. Drinking juice
2. Watching film
3. Drinking coffee
B c
Unit 5 Cash Crops
Activity 5
Take turns with your partner to practice the following phone conversation
between Bezabih and Sebele on likes and dislikes as you see on the picture.
Bezabih: Hello! Bezabih speaking! Good evening Sebele!?
Sebele: Yes, it is me, Sebele! Good evening Bezabih!
Bezabih:Tomorrow is Sunday, Sebele. I was wondering if I invite you to a

new film at Alem Cinema. Do you like to join me?
Sebele: I am afraid, I can’t!
Bezabih: Why Sebele?
Sebele: Tomorrow I have to go to a hospital to visit a sick relative of mine.
Bezabih: Oh, Sorry! It does not matter! We can make it another time.
Sebele: Yes, of course! We can make it another time.
Bezabih: That is right! Have a good evening!
Sebele: The same to you! See you on Monday.
Bezabih: Bye!

Unit 5 Cash Crops
Activity 6
Look at the picture first. Then, study the following story about the Ethiopian
coffee ceremony. Then, go to the front of your class and orally describe the
Ethiopian coffee ceremony to your classmates. You may outline your speech
using the frame presented in the following story.
Ethiopian Coffee Ceremony

The coffee is brewed by first roasting the green coffee beans over an
open flame in a pan. This is followed by the grinding of the beans. This
is done traditionally in a wooden mortar and pestle. The coffee grounds
are then put into a special vessel. The vessel contains boiled water. It
will be left on an open flame a couple of minutes until it is well mixed
with the hot water. After grinding, the coffee is put through a sieve
several times. The boiling pot “Jebena” in Amharic language is usually
made of pottery. It has a spherical base, a neck and pouring spout and
a built-in semi-circular handle. The Jebena also has a straw lid.
“Ambasha” is sometimes used as snack during the ceremonies. The host

pours the coffee for all participants. The coffee is brewed three times:
the first round of coffee is called “awel “in Tigrinya, the second “kale’i
“and the third “Baraka” (‘to be blessed’). In Amharic it’s “አቦል abol,”
the second “tona (Amharic: ቶና)” and the third “baraka (Amharic: በረካ)”.
The coffee ceremony may also include burning of various traditional
incense.

Unit 5 Cash Crops
SPEECH FRAME
Now, I would like to tell you about ...............................................................

............ in Ethiopia. The ceremony usually has two phases: the brewing phase
and the serving phase. The brewing phase is a phase where ..........................
...................................................................................................................
............................................................................................................ The
serving phase is a phase where .....................................................................
...................................................................................................................
...................................................................................................................
Thank you!
Activity 7
Describe the three stages of serving traditional coffee mentioned in the
passage above in the three languages. Fill in the table.
Tigrigna Amharic Your mother tongue

1st round of coffee
2nd round of coffee
3rd round of coffee
Activity 8
Look at the illustration of a boiling pot or “Jebena” below for making coffee.
Study also the description of “Jebena” presented again. Based on the two
sources, prepare a short speech that describes Jebena to your classmates.
Present the speech or make a short speech to the whole class.
The boiling pot “Jebena” in Amharic language is usually

made of pottery. It has a spherical base, a neck and
pouring spout. It has also a handle where the neck
connects with the base. The Jebena also has a straw lid.

Unit 5 Cash Crops
Activity 1
Before you read the passage, talk about the following questions in groups
of three.
1. What are cash crops?

2. Name three of the cash crops you know.
3. Is coffee a cash crop? Why?
Activity 2
The pictures below consist of both major cash crops and minor crops in
Ethiopia. Put a “Yes” mark for major cash crops and a “No “mark for minor
or non- cash crops. Give your reason to your partner. Discuss your answers
with your teacher.
1 2 3
4 5

Unit 5 Cash Crops
Cash Crops
A cash crop or profit crop is an agricultural crop. It is grown to sell
for profit. It is typically purchased by parties separate from a farm.
The term is used to differentiate marketed crops from subsistence
crops. Subsistence crops are those fed to the producer’s own livestock
or grown as food for the producer’s family. Some examples of cash
crops in Ethiopia are coffee, pulses and oilseed, flowers, cotton, grains,
sorghum, millet, and corn.
In earlier times cash crops were usually only a small (but vital) part of
a farm’s total yield, while today, especially in developed countries and
among smallholders almost all crops are mainly grown for revenue.
In the least developed countries, cash crops are usually crops which
attract demand in more developed nations, and hence have some
export value.
Prices for major cash crops are set in commodity markets with global
scope. A consequence of this is that a nation, region, or individual
producer relying on such a crop may suffer low prices should a bumper
crop elsewhere lead to excess supply on the global markets. This system
has been criticized by traditional farmers. Coffee is an example of a
product that has been susceptible to significant commodity futures
price variations.

Unit 5 Cash Crops
Activity 3
Now as you read the following passage about cash crops, fill in the correct
missing information in the table below
Cash crops are used Subsistence crops are Examples of cash

for used for crops
Activity 4
Read the passage again and decide if the following sentences are “True” or
“False” according to information in the passage.
1. A cash crop is a profit crop.
2. Prices for all cash crops are set internationally.
3. Prices for coffee usually rise and fall.
4. If there is an excess supply of a cash crop somewhere, prices for that

crop fall in another place.
5. In the past cash crops were only parts of a farmer’s total produce.
6. Subsistence crops are usually produced for the producer’s family.
7. Cotton and pulses are some examples of cash crops.
8. In developed countries almost all crops are produced for revenue.
9. Traditional farmers like the way prices are set for cash crops.
10. Cash crops are grown for sell.

Unit 5 Cash Crops
Activity 5
Based on the information in the passage above, answer the following
comprehension questions in short phrases. Write down your answers in
your exercise book.
1. What do you think is a “bumper crop”?
2. Who do you think benefits from global setting of price for cash crops?
3. Why do you think these days almost all cash crops are produced for
revenue?
4. What is the difference between subsistence crops and marketed crops?
Activity 1
used in the passage above. See the words in bold in the reading text.
A B
1. profit a. objected
2. typically b. income
3. vital c. mainly
4. developed d. opposite of developing
5. global scope e. the high quality
6. excess f. too much
7. criticized g. appreciated
h. internationally

Unit 5 Cash Crops
Section 5: Grammar
PLURAL FORMATION
Activity 1
Look at the illustrations and the examples below. Which nouns are singular
and which are plural. Put a “tick” mark in the table.
1 2 3
4 5 6
No. Nouns Singular Plural

1 Boy
2 Tree
3 Potatoes
4 Men
5 Girls
6 Women

Unit 5 Cash Crops
Activity 2
Match the plural nouns on the right with the pictures on the left.
1. teeth Picture ____
2. sheep Picture ____
3. oxen Picture ____
4. birds Picture ____
5. donkeys Picture ____
6. cows Picture ____
A B C
D E F
Activity 3
Change the above plural nouns into singular.

Unit 5 Cash Crops
Section 6: Writing
WRITING CORRECT SENTENCES
Activity 1
Using the words given below (taken from the listening and reading passages
above) write up five sentence of your own.
1. profit
2. sell
3. coffee
4. vital
5. ceremony
Activity 2
Make up ten sentences of your own using singular and plural nouns given
below and the right verbs with them.
Lion lions teeth tooth cash crop cash crops
1. ........................................................................................................
2. ........................................................................................................
3. .........................................................................................................
4. ........................................................................................................
5. ........................................................................................................
6. .........................................................................................................
Activity 3
Make up five sentences of your own about one of the cash crops you prefer.

Unit 6 CUTTING TREES
Activity 1
The teacher will read aloud a listening text to you. Before you listen, answer
the following questions. Work in groups.
1. Why do people cut trees in your areas?
2. What happens when trees are cut?
3. The teacher will explain the meanings of the following words to you:
Cut effect
burn shelter

Unit 6 Cutting Trees
Activity 2
As you listen, write down the effects of cutting down trees.
The effects of cutting down trees are:
1.............................................
2..............................................
3..............................................
4..............................................
Activity 3
Answer the following questions in pairs or groups.
Why do people cut trees? Give the reasons below.
People cut trees because they want to get:
1......................................................................
2......................................................................
3......................................................................
4......................................................................
Using your answers above, write four complete sentences.
1.....................................................................
2......................................................................
3......................................................................
4......................................................................

Activity 1
What other uses of trees do you know? How are trees useful to your
parents?By asking people in your village, collect some information about
the uses of trees. Tell to the class next period.
Activity 2
Practice reading aloud the following dialogue in groups.
Cherinet: Hi, Mohamed. Let me introduce you to my friend.
This is Wakjira.
Mohamed: Hi, Wakjira, nice to meet you.
Wakjira: Nice to meet you, too.
Mohamed: Bye. See you some other time.
Wakjira: Hope to see you too. Bye.
Activity 3
Practise introducing someone to a friend.
Saying “Bye”
Activity 4
In pairs, practise saying “bye” to someone. The teacher will show you how
to say out the following dialogues.
Shibiru: Hey, guys. It’s time. Let’s go to class.
Amensisa: Ok. Let’s go.
Teklay: Bye. See you tomorrow.
Shibiru: Bye.

Activity 5
Complete the following dialogue.
Betru:.................................................
Ojulu: All right. I like to go out for walk.
Betru:.................................................
Activity 1
Before you read the text below, answer the following questions in groups.
Then report your answers to the class.
1. What are the effects of cutting trees? List down the effects.
2. Why do people cut trees? Give the reasons.
3. What effects have you seen in your area?
4. What is Green Campaign?
Activity 2
Read the the passage next page. and answer the questions given below.
First read the text individually. Then answer the questions in groups.

Cutting Trees
Cutting trees has many bad effects. Cutting trees results in change
of climate. The soil will be washed away. The area will be dry. It
then becomes hot. There will not be rain. So, there will be shortage
of water. The land becomes barren. It does not grow crops. Also,
wild animals cannot live in this area. So there will be hunger.
People will also migrate to other places. Finally, the area will not be
attractive. So tourists will not come to that area.
Activity 3
As you read the text, write the effects of cutting trees.
1....................................................................
2.....................................................................
3.....................................................................
4.....................................................................

Activity 1
Guess the meanings of the following words as they are used in the passage.
Then, match them with the meanings given.
Word Meanings
1. bad a. good looking
2. results b. not good
3. migrate c. move to another place
4. attractive d. effects
5. famine e. shortage of food
Activity 2
Individually, complete the following sentences by the words given below.
Then compare your answers with the answers of your neighbour.
washes hot attractive results desert dry survival
1. Hellen is an ........................ girl.
2. Low lands are ........................ places.
3. In a ........................, there is no any kind of life.
4. We cannot grow crops in ........................ months.
5. The rain ........................ the soil away.
6. Shortage of rain ........................ in dry areas.
9. The........................ of man depends on the safety of our planet-Earth.

Activity 3
The following words are taken from the reading passage. Use these words
to complete the following sentences.
climate hot place tourists land
1. The ........................... in high land areas is cold.
2. ........................... come to Ethiopia to visit historical places.
3. Today, the weather is very ............................
4. In our village, the high ........................... is covered with trees.
5. I don’t know this ............................
COMPARISON AND CONTRAST
Activity 1
Study the following comparisons. The teacher will explain the comparison
to you.
The advantages of cutting trees: for getting fire wood

for getting land
for making chairs and desks
The disadvantages of cutting trees: Change of climate
• soil erosion
• no shelter for wild animals
• the area will be hot
Study the following sentences that are based on the above comparison and
write three sentences about them.
• cutting trees results in more land

• cutting trees results in drier places
• cutting trees results in hotter places.

Activity 1
Write five sentences on the uses of water. Use the information in the
following diagram. Afterwards, show your sentences to your teacher.
a. for drinking
b. for washing clothes
Uses of water c. for cooking food.
d. for growing crops.
e. for swimming
f. for transportation
Activity 2
By using the notes given below, write sentences.
The Uses of Forests: to protect soil erosion
to have good rainfall
to get firewood
to prepare medicines
to make furniture like chairs and tables
they are homes for wild animals
By connecting the above notes, write your sentences in a paragraph.

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

Unit 7 THE NATIONAL FLAG
BEFORE YOU LISTEN
Activity 1
Before you listen to a story about Ethiopian national flag, look at the
national flags of different countries listed below, and answer the questions.
1. Which part of Africa are the countries mentioned from?
2. Which countries have flags with green, yellow, and red colors?
3. What colors is Rwandan flag composed of?
4. What do we find at the center of Somali national flag?
5. Do you look at any similarity between Djiboutian flag and the Somali’s
flag?
6. How many countries have a star mark or symbol on their flags?

Unit 7 The National Flag
Activity 2
Take turns with a partner to practice the “Where are you from?” game.
See the example given.
Example: Bontu: Where are you from?

Dereje: I am from Ethiopia.
Activity 3
Look at the following Ethiopian national flag and describe it to your partner.
Use the frame below to help you describe the flag. Ask your parents or
refer to a book in the library about the meanings of the three colors of the
national flag.

Activity 4
What colors does the regional state (where you live) flag have from top
to down? Explain to your partner the meanings of each color. If you do
not know ask anyone or refer to books and other sources and find out the
correct information.
DESCRIPTION FRAME/MODEL
The national flag of the Federal Democratic Republic of Ethiopia

has got.........................colors. These are .........................,
........................., and .......................... The green color symbolizes
or shows .................................................. while the yellow color
symbolizes ............................................ The red color submbolizes ..
................................................. The emblem at the center of the flag
symbolizes ...................................................
AS YOU LISTEN
Activity 5
Now, you will listen to a story about the national flag of Ethiopia. As you
listen, match the words in column A with the definitions and descriptions
given in column B. and ideas on the right with those on the left. As you
listen to the story look also at the picture of the Ethiopian national flag
given here.
A B
1. Green A. The first official national flag was adopted.
2. Tri-color B. Shows the unity of nations , nationalities and people of Ethiopia
3. The star C. The shape of the emblem.
4. The rays D. Represents sacrifice for freedom and equality
from the star
5. Red E. Number of colours in Ethiopian national flag.

6. Pentagram F. Symbolizes labor, development, and fertility.

Activity 6
The following words are taken from the listening story above. Complete the
blank spaces in the sentences with the most appropriate word from the list.
1. Tri-colour 2. Recognizable 3. Designed 4. Represents

5. Fertility 6. Equated 7. Unity
1. The emblem is ...................... to show the unity of all people of Ethiopia
2. The national flag of Ethiopia is of .......................
3. The blue color in the emblem ...................... peace and security.
4. For national stable development the ...................... of all people of Ethi-

opia is important.
5. High population growth can be ...................... with poverty.
AFTER YOU LISTEN
Activity 7
Now you will listen to the story again. Answer the following questions
according to the passage by putting a tick (√) mark in the table.

1 A blue color makes the pentagram of the Emblem.
2 The green color in the flag shows the diversity of
Ethiopia.
3 The star represents unity of all people.
4 The 1897 and the 2021 national flags of Ethiopia are
the same.
5 Sacrifice indicates patriotism of the Ethiopian people.

Activity 1
Study the following dialogue about the Ethiopian national flag. As you look
at the picture, practice the dialog between Beshir and Medina about the
flag. Take turns with a partner
Model Dialogue
Beshir: Hey Medina, may I ask you some questions about the Ethiopian
national flag?
Medina: Yes, of course!
Beshir: Great! Then, how many colors
make up the flag?
Medina: That is very simple! Just three
col-ors!
Beshir: Can you list down the names
of the colors as they appear from top
to down?
Medina, Yes: green, yellow, and red.
Beshir: That is absolutely true! What
does the green color symbolize or show
then?
Medina: Development, labor and fertility,
Beshir: What about the yellow color?
Medina: Hope, justice and equality!
Beshir: Last, and the red color?
Medina: Patriotism, sacrifice for freedom and equality.
Beshir: Thanks! That is great, Medina!

Activity 2
Describe orally to your partner the purposes of a national flag using the
notes given in the box below. Use the speech frame given below to make
your speech well organized and simple.
PURPOSE OF A NATIONAL FLAG
A national flag or banner of a country:
• Is one of common official national symbols.

• represents and symbolizes a given nation/country.
• is flown by the government of that nation and by its people
• Is the most cherished symbol.
• is the nation’s emblem for freedom.
• symbolizes patriotism, love of country and sense of nationhood.
• embodies the aspirations and sentiments of the people of that
country.
SPEECH FRAME
Dear my classmates,
Now, I am going to tell you some of the purposes of the Ethiopian

national flag.
First, the flag can be taken as one of the .........................................

.............. Second, the flag ................................... the entire country
and people. Third, the flag is ................................................. by us
all citizens of Ethiopia. Fourth, it is also an emblem of ......................
.............. Therefore our flag is the most cherished ............................
..................... for our country.

BEFORE YOU READ
Activity 1
Before you read the passage below, guess the answers of the following
questions. Look also at the pictures given below. Write down your answers
in your exercise book.
1.When did you see first the Ethiopian national flag?
2.Do you have the Ethiopian national flag at home? Why
3.Do you observe a flag ceremony (flag raising, lowering or flag saluting) at
your school? When is it?

AS YOU READ
Activity 2
Now as you read the following story about the Ethiopian national flag and
its background, fill in the correct missing information in the table below.
Time Activity /the kind of flag introduced action done by
October 6, 1897 .................................................... .........................

In 1987 .................................................... The revolutionary
government
....................... a central blue disk with a yellow
outlined and rayed star was
............................
introduced
The Ethiopian
National Flag
The first official flag of Ethiopia was established by Emperor Menilek II on
October 6, 1897. His flag bore on the yellow stripe the first letter of his name
in Amharic script.
The Marxist Government of the Peoples’ Democratic Republic of Ethio-

pia led by President Mengistu Haile Mariam added a Marxist symbol to the
Ethiopian national flag, which is a red star at the top, in 1987. The rebels who
overthrew the Marxist regime in 1991 flew a simple green-yellow-red tricol-
or flag. Finally, the new constitution for the Federal Democratic Republic of
Ethiopia, adopted on February 6, 1996, added a central blue disk with a yel-
low outlined and rayed star.
Adapted from: Whitney, Smith, Flag of Ethiopia (1991–96)

Activity 3
“False” according to the information in the passage.
1 A red star at the top was introduced to the then existing flag of Ethiopia by
the Marxist government.
2 Mengistu Hailemariam was the president of the Marxist government.
3 Menilek’s flag bore on the yellow stripe the first letter of his name in Amharic
script
4 Central blue disk with a yellow outlined and rayed star was introduced to the
national flag of the tricolor by the Federal Democratic Republic of Ethiopia.
5 The February 6, 1996 constitution was the constitution of the Peoples’
Democratic Republic of Ethiopia
AFTER YOU READ
Activity 4
Now answer the following comprehension questions based on the information
in the passage you have read. Write down your answers in your exercise
book.
1. Why do you think some of the features of the Ethiopian national flag change
through time?
2. Do we still have a red star in the Ethiopian national flag today?
3. What does the word “His” refer to in the first paragraph second line?
4. Has the base three colors of the national flag changed through time? Or,
their order of appearance?
5. Can you list events, holidays or ceremonies when and where the Ethiopian
national flag is flown?

WORDS IN CONTEXT
Activity 1
used in the passage above. Look at the words in bold in the reading text.
A B
1. led a. in the middle
2. established b. marks
3. bore c. issued
4. symbols d. carried
5. central f. removed
6. overthrew g. managed
7. adopted i. Introduced
Section 5: Grammar
THE USE OF SIMPLE PRESENT TENSE
Activity 1
Study the following table carefully. Write out as many sentences as you
can from the chart in the spaces provided after the chart.
I eat Examples:
We eat I eat banana.
You eat
She eats orange.
She eats
He eats
They eat
It eats

TELLING TIME USING PRESENT TENSE
Activity 2
Tell the time from the following clock chart using simple present tense by
answering “What is the time now? Or, what time is it now?”
Examples: A: What is the time now? B: It is now 12 O’clock.

(What time is it now?) (the time now is 12 O’clock!)
Activity 3
Use the substitution table. Write five sentences showing general truth
simple present tense in your exercise book.
Subjects verbs Objects/actions

The sun Set At 100 degree centigrade
The boxer Lift weights
Senegalese Boil in the west
Water Speak French

Activity 4
Look at Alfred’s dailyroutine in the chart below. Answer activities 1, 2 &
3 given in the chart. Write down your answer in your exercise book. Then,
describe your daily activities in one paragraph using simple present tense
and following Alfred as an example.

Activity 5
Make up six simple present tense sentences using the verbs below (all
taken from the listening and reading texts above) about the meanings of
the colors of the Ethiopian flag.
Signal Show
Designate Indicate
Symbolize Represent
1. .........................................................................................................................
2. ..........................................................................................................................
3. ..........................................................................................................................
4. ..........................................................................................................................
5. ..........................................................................................................................
Simple Present tense
The simple present tense is used to describe habits, unchanging

situations, general truth, and fixed arrangments.
Form:
+ Subject+Verb(s/es)+Object
- Subject+don’t/doesn’t + Verb(base form)+Object
? Do/does+ Subject+verb (base form) +Object?

Section 6: Writing
Activity 1
Using the words given below (taken from the listening and reading stories),
write up five sentence of your own about the meanings of the colors of the
Ethiopian National Flag.
symbol tri-colour emblem unity development

1. _____________________________________________________
2. _____________________________________________________
3. _____________________________________________________
4. _____________________________________________________
5. _____________________________________________________
Activity 2
Copy the table below into your exercise book. Write one major activity that
you do regularly on each day of the week. Use simple present tense. Use an
appropriate verb in each sentence.
Example: I go to church on Sunday.
Days of the week Activity

Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday

Unit 8 CLEAN SURROUNDING
Activity 1
Before you listen to the text, work in groups to answer the following
questions. Then, tell your answers to the class.
1. What is the use of cleaning your surrounding?
2. What will happen if you do not clean your environment?
3. Do you know any place in your area which is not clean?
4. Can you pronounce these words that appear in the listening

text?
Clean house animals surrounding
Activity 2
As you listen to the text, say True or False.
1. Cleaning our environment is not useful.
2. Common cold is caused by unclean environment.
3. Dirty places are attractive.
4. Tourists do not like clean places.

Unit 8 Clean Surrounding
Activity 3
After you have listened to the text for the second time, answer the following
questions. First, work individually. Then, compare your answers with your
neighbour’s.
1. What are the dirt materials that spoil our environment?
2. What will happen to us if we do not clean our environment?
3. How do we clean our surroundings?
“Wh” questions
Activity 1
A. Read aloud the following dialogue turn by turn with your classmate.
Senait: What animals are there in your area?
Betru: There are cows, sheep, goats, and horses. How about in your
area?
Senait: At home, we have only a dog and a cat.

B. In the same way, in pairs, ask each other about what animals are found
in your areas.
Activity 2
Name the following animals. Your teacher will show you other pictures.
1 2 3
Activity 3
What animals live in your area? In groups, write down the names of these
animals. Ask people or find their names in a dictionary.
1 2
4 5

Activity 4
What are the health benefits of having a clean environment? Discuss in
groups and tell the benefits to the class.
Activity 5
Is your school clean? Why?/ Why not? Discuss in groups.
Activity 1
Before you read the story, answer the following questions in groups:
1. What is a fairy story? Do you know any fairy story?
2. What is the purpose in telling such stories to students?
3. What do you learn from such stories?
4. Do you know tortoise and rabbit? What do you know about them?
Activity 2
By reading the story again, answer the following questions.
1. Which animal can run faster?
2. Why did the rabbit sleep?
3. Who won the race?
4. What happened to the rabbit?
5. What do you learn from this e

The Running Race
Once up on a time a rabbit and tortoise held a running race. The referee
was a fox. The running began. The rabbit started running far ahead of
the tortoise. But the tortoise was far behind her.
However, thinking that it cannot reach her, the rabbit wanted to take
rest for some time. She gets very much relaxed. Unfortunately, the rabbit
soon fell in deep sleep. The tortoise arrived. It then left the rabbit behind
and ran fast and arrived at the finishing line.
Later, the rabbit woke up. But she could not see the tortoise around.
Finally, it saw the tortoise receiving the trophy from the fox. The rabbit
became angry but could not do anything.

Activity 3
Can you describe a rabbit and tortoise? Work in pairs to describe these
animals.
1. What are they like?
2. What do they eat?
3. Where do they live?
4. Are they small or big?
5. Do they attack people?
6. How do they protect themselves?
7. Which animal can better protect itself from enemy?
Activity 1
Can you pronounce the following words? The teacher will say them aloud to
the class. Repeat after him.
Race referee reach rest relaxed woke up trophy arrived receiving
Activity 2
List down other new words you find in the reading passage. Your teacher
will tell you the meanings of these words. Copy their meanings in your
notebook.

Activity 3
By using the words given below, complete the following sentences.

modernity reach race woke up arrived received deep relaxed
1. The running _______________was so delightful.
2. The woman cannot __________at the top of the mountain.
3. By going out for one hour, we have ___________ourselves.
4. Today, my mother ___________early in the morning to prepare break-

fast.
5. After twenty minute walk, we ___________at our school.
6. Derartu Tullu has __________many trophies for winning the ten thou-
sand meter running race.
7. When I knocked at the door, my sister could not open the door for me.
She was in _______________sleep.
8. Respecting people is a sign of _______________.
Activity 4
Reorder the following letters to make words.
1. enucl _____________
2. udsetr____________
3. robad_____________
4. ytdri______________
5. ereng _____________
6. edks _____________
7. eabtl _____________
8. owinwd ___________
9. npe ______________
10. oKbo _____________

Activity 1
Find sentences in the reading passage about keeping the surrounding clean
and write them in your exercise book.
Activity 2
Reorder the following words that will give you complete sentences. Work
individually. Then compare your answers with your neighbour’s.
1. /are/many /there/in class/students/
2./ coming/teacher/our/English/is/
3. /is/riding/a/bicycle/Merima/
4./ Dawit/guitar/playing/the /is/
5. /students/homework/the/doing/their/are/
6./The/song/children/are/a/singing/
7. going//to/the/school/girls/and/boys/are/
8. your/keep/clean/always/environment/
9. basket/dirty/a/put/materials/in /a/
10. like/clean/tourists/areas/

Activity 3
Write three sentences on how you clean your environment. Use the following
words. First study their meanings.
Pick up dirt
plant flowers
use dirt bin (basket)
use the sewage
grow grass
plant trees
Follow the example and write your sentences here:
1. I plant flowers.
2....................................................................
3.....................................................................
4.....................................................................

Unit 9 RESPECTING EACH OTHER
BEFORE YOU LISTEN
Activity 1
Before you listen to a story about respecting each other, discuss the
following questions.
1. Look at the two posters below. What do you learn from the poster on the
left?
2. Please complete the poster on the right and read out what you wrote to
your partner.
3. What is respect?
4. Do you think all people have the same belief and choice?
5. Is it good to respect other’s religion?
6. Is it good to respect your friend’s interest?
7. What do you feel if other students do not respect your interest?
8. Do you respect your parents, brothers and sisters? How?
My name is………………………………….. B
I go to ………………………………. School
In the class we all need to respect each other. This

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

Unit 9 Respecting Each Other
Activity 2
Ethiopia is a country of different ethnic groups living together. Look at the

following picture and answer the questions that follow in group of three.
1. Do the people in the picture wear all the same way?
2. Which way or culture of dressing fascinates you most?
3. Do you think all cultures of dressing are equally valued?
4. How do you explain or show your respect to others’ culture of dressing?
5. Is it possible to say one culture is good and another one is bad?

PROVERBS
Activity 3
First Look at the following proverb. Next, discuss the following questions
with your partner.
1. What is a proverb?
2. What does the proverb mean?
3. Whose proverb is it?
AS YOU LISTEN
Activity 4
Now, you will listen to a story about “Respect”. Before you start listening
read the questions. Then, as you listen, choose the best answer according
to the text.
1. The word “respect” ........................

a. Has one meaning only b. Is a narrow term c. Is a broad term
2. Showing respect is:
a. a good manner b. rudeness c. bad d. unethical behaviour
3. Respect is generally........................
a. A sign of ethical behaviour b. a positive feeling
c. High esteem or regard d. All
4. Often, the types of respect are.......................
a. three b.four c. two d. one

Activity 5
Identify the main ideas of the listening story you listened to above by using
the outline given in the box.
Outline of main ideas
The story is about _____________. First it gives the definition of

_____________. It defines respect as ________________. Then it
mentions _____________________ types of respect. Finally the story
explains self-respect as ____________________. If we do not respect
others, we are told in the story that we should not ___________________
respect from others as well.
AFTER YOU LISTEN
Activity 6
The following words are taken from the listening story you listened to above.
Complete the blank spaces in the sentences with the most appropriate word
from the list.
Broad Positive Regard Self-respect

Honour Treat Disgrace individual
Sentences to be completed
1. All my classmates have a high ___________ to their teacher.

2. Treat an ________ like yourself if you want to be treated well.
3. Not to respect one’s parents is a real _____________.
4. It is a sign of self-respect to _____ oneself.
5. Both respecting others and ____________are very important.
6. Many words have _______ meaning.
7. It is good to have a _______ attitude to your friend.

Activity 7
You have already listened to the story several times, recall the details in
the story and say True or False.
1. If you do not respect yourself, others will not respect you.
2. Showing respect is a symbol of ethical behavior
3. Respect for oneself is more important than respecting others.
4. Loving ourselves too much is good.
5. All people should be naturally respected as human beings.
Activity 8
In addition to what is mentioned in the listening story there are also other
forms of respect. Look at the pictures below and match them with the types
of respect given on the box.
1 2
3
4 5
a. Respect for the senior citizens_________________

b. Respect for women/wives_____________________
c. Respect for the national flag __________________
d. Respect for a country and its sovereignty__________
e. Respect for marriage or fidelity_________________

TALKING ABOUT RESPECTING PARENTS AND TEACHERS
Activity 1
Respecting others begin from knowing others’ interest. List down some
points regarding the following topics. Then, take turns with your partner
or classmate to share ideas with. Or, make conversations.
1. What I Like to Eat…………………………....

2. What I Like About My father……………..
3. What I like about my mother…………..…
4. What I Like About School………………….
5. What I Like to Do……………………….......
6. What I Like about my friend……......…..
7. What I like about my neighbor ………....
Activity 2
Look at the following picture and discuss in a group of three the questions
set after the picture.
1. What do you see at the picture?
2. How many children are taking

part in the discussion?
3. Who is raising a hand? A boy or

a girl?
4. Do you think it is a good culture

of respect to have a family dis-
cussion?
5. Do you sometimes have a family

meeting or discussion at home?

Activity 3
Study the following dialogue. Look at also the picture showing a teacher
and Bekele, a student holding conversations in class. Then take turns to
role play the parts with a partner.
Teacher: Bekele, could you please

clean the board, I mean the
blackboard.
Bekele: Kindly sir, let me do it
now. Where is the duster?
Teacher: Thank you Bekele! Very
nice of you!
Bekele: My pleasure Sir! May I
also close the door? It is open
sir?
Teacher: Yes, Bekele! You may also do that! I think you are a very humble
boy.
Bekele: Thank you sir. I should help my teacher and also my classmates with
what I can.
Teacher: Yes, that is very good of you. You really respect your teacher and
your classmates. Keep it up!
Bekele: I will, sir. Thank you!
Showing Respect in a Conversation
How do you show respect in a conversation?

• Respect others always.
• Practice politeness, courtesy and kindness.
• Listen graciously.
• Avoid negativity.
• Talk to people, not about them.
• Don’t over criticize.
• Treat people equally.
• Be emotionally empathetic.
• Value others’ opinions.
Activity 4
Look at again the conversation above between the teacher and the student,
Bekele. Which words and phrases show respect or politeness? Write down
those words and phrases in your exercise book.
BEFORE YOU READ
Activity 1
Before you read the passage below about respect, answer the following
questions individually and then discuss your answers with a partner. Write
down your answers in your exercise book.
1. What is the title of the text/passage?
2. How many paragraphs does it have?
3. Which paragraph is the conclusion paragraph? Why?
AS YOU READ
Activity 2
Now as you read the following story about mutual respect, fill in the correct
missing information in the table below.
Topic/idea Location of the topic/idea

Listening to people is good.
Respect for people in authority
Paragraph 3
List of people to be respected
Conclusion

Respect of Others
1. Everyone must respect fellow human beings. This is an essential requirement
of living in a society. We certainly owe a basic level of respect to others.
Furthermore, appropriate respect must be shown to people who impact our
lives. This includes our parents, relatives, teachers, friends, fellow workers,
authority figures, etc.
2. One of the best ways of showing respect to others is listening. Listening
to another person’s point of view is an excellent way of respect. Most
noteworthy, we must allow a person to express his views even if we disagree
with them.
3. Another important aspect of respecting others is religious/political views.
Religious and cultural beliefs of others should be given a lot of consideration.
Respecting other people’s religions is certainly a sign of showing mature
respect.
4. Everyone must respect those who are in authority. Almost everyone deals
with people in their lives that hold authority. So, a healthy amount of respect
should be given to such people. People of authority can be of various
categories. These are boss, police officer, religious leader, teacher, etc.
5. In conclusion, respect is a major aspect of human socialization. It is certainly
a precious value that must be preserved. Respectful behavior is vital for
human survival.

Activity 3
“False” according to the passage. Put a “tick” mark in the box.
No. Statement True False
1 We should not listen to ideas of people we do not like.

2 Everyone must respect those who are in authority
3 We must respect our friends.
4 Students must respect their teachers.
5 We have to respect other peoples’ religion.
6 Respect is a precious value.
7 Respecting others creates good communication with
others.
AFTER YOU READ
Activity 4
You have read the above text many times. Now answer the following
comprehension questions in short sentences. Write down your answers in
your exercise book.
1. What would happen if we did not respect others”?
2. Why do we respect religious leaders?
3. How do we express our respect to others?
4. Give examples of people in authority?

Activity 5
Complete the following outline with the correct information from the
passage above.
This passage is about _______________________. It tells us that respect

is ______________for living peacefully with other people. The passage
also tells us that we need to respect people such as ________________,
______________________,___________________,______________
___,___________________, and ___________________. According to
the passage one of the ways of showing respect is ___________________.
We have to give other people to ____________their ideas and interests
freely. Other peoples’ ____________ or political views must be respected.
WORDS IN CONTEXT
Activity 1
used in the passage above. See the words in bold in the reading text.
A B
1. respect a. main/important
2. furthermore b. deep, sincere
3. fellow c. speak out freely
4. express d. belongs to the same group
5. mature e. important position
6. authority f. in addition to
7. major g. give due regard, honour
h. express way

Activity 2
Refer to two monolingual dictionaries and make a list of all synonyms below
you find for the word “respect”. A synonym is a word which has nearly the
same meaning or concept with another word. Example: synonyms to the
word “fast” can be “quick, speedy, rapid, etc”
Section 5: Grammar
THE USE OF THE FUTURE TENSE
Activity 1
Copy the worksheet into your exercise book below. Then following the
example given in the worksheet, change the sentences into simple future
tense and write your answers in your exercise book.
Grammar Worksheet
Complete each sentences by changing the verbs in the brackets.
1. My dad (craft) will craft a boat.
2. He (mow) ..........................the grass.
3. I (watch)............................ television in the morning.
4. Sam (pick) ......................... up his journal every day.
5. We (serve)........................... lunch at 12:30.
6. I (pack) ......................... my bags.
7. Grandma (bake)...................... the best cookies.
8. He (paint) .......................the house.
9. Emma (hike)...................... up the mountain.
10. The train (stop) ................in New York.
11. I (wave )..................... to my sister.
12. Sara (cook)....................breakfast every morning.
13. Gemechu (live).................in Bahir Dar.
14. Paul (play).................... the piano at the concert.

Activity 2
Study again the above worksheet and convert all the sentences into simple
present tense.
Example: My dad crafts a bot.
Activity 3
Study the following substitution table. Then discuss with your partner the
difference you find between simple present and simple future tenses. Write
down your answers in your exercise book
SUBSTITUTION TABLES
Table 1: Present tense
He Bus Pens
She Sells Magazines
The boy Keeps Coins
Urgessa eats Candy
The woman collects stamps
We Buy Chocolates
They Sell Sweets
Kelbessa and Urgessa Keep Biscuits
The boys Love Noodles
The women collect recipes
Table 2: Future tense
He Will Buy Pens

She Is going to Sell Magazines
The boy Are going to Keep Coins
Urgessa Shall eat Candy
The woman Are to collect stamps
We Will Buy Chocolates
They Is going to Sell Sweets
Kelbessa and Are going to Keep Biscuits
Urgessa Shall Love Noodles
The boys Are to collect recipes
The women

Activity 4
Study again the two substitution tables. See also below the definition of
a substitution table. Then as homework write out ten possible sentences
from each table of substitution. Write your answers in your exercise book.
Substitution table: A substitution table is when a teacher provides a

table giving model sentences with a range of choices for learners to
select.from.
Activity 5
Below you find another substitution table. Write out five possible sentences
from the table and show your sentences to your partner.
Subject Verb to be/ Action verbs Object or complement

auxiliary verbs
Meseret will Go To Mosque.

All students Attend Olympics
My father Tun 55
Derartu Attend Class
Mohammed Visit The beauty salon.
Take part In a concert

Section 6: Writing
Activity 1
Using the words given below (taken from the listening and reading stories
above) write up six sentence of your own about self-respect and mutual
respect.
1. Respect
2. value
3. disgrace
4. Listen to
5. Cooperation
6. Positive
7. Human
Example:
Living together is a human value.
Activity 2
Write a short paragraph about a person you respect. How do you treat him
or her? How does that person treat you?
....................................................................................................
....................................................................................................
....................................................................................................
....................................................................................................
....................................................................................................

Unit 10 POTTERY
Activity 1
A. Before you listen to the text, learn the meanings of the following words.
Your teacher will give you their meanings.
water pot coffee pot clay pot clay tray flower pot cooking dish
B. Answer the following questions:
1. What is the function of a coffee pot?
2. Is there a coffee pot in your home?
3. Do you know how a coffee pot is made?
Activity 2
Match the following words with the pictures given below.
water pot coffee pot clay pot clay tray flower pot cooking dish
1 2
4
3

Unit 10 Pottery
Activity 3
Your teacher will read aloud a listening text. As you listen to the text, say
True or False. Compare your answers with your neighbor’s.
1. A coffee pot is used to put water in it.
2. A coffee pot is made of cement.
3. A coffee pot looks like a bucket.
4. A coffee pot is made in China.
5. Which of the above pictures does the listening text discuss about?
Activity 4
Your teacher will read aloud the text to you. After you have listened to the
text for the second time, answer the following questions.
1. Who makes coffee pot?
2. What is the material that a coffee pot is made of?
3. Do you know how a coffee pot is made? Can you try it by yourself?
4. Which of the pictures above is a coffeepot?
5. What kind of clay objects are found in your home?

Unit 10 Pottery
COMPARING CLAY MADE OBJECTS
Activity 1
Compare water pot and Clay kettle. Discuss their differences in groups.
1. How are they similar?
2. How are they different?
1 2
Activity 2
Look at the pictures below. Can you tell the differences and similarities
between a clay pot and a bucket made of plastic?
1 2

Unit 10 Pottery
Activity 3
In groups, discuss the similarities and differences of the following pairs of
items. Report the similarities and differences to the class.

Unit 10 Pottery
Activity 1
Before you read the following passage, answer the questions in groups.
Then tell your answers to your teacher.
1. What is pottery?
2. What kind of objects do you know?
3. Who makes these objects?
4. Are there women in your area who make these objects?
Activity 2
As you read the passage, answer the following questions.
1. Woizero Haregua lives in ...........................................................
2. How many children does she have?..............................................
3. What is the name of her husband?...............................................
4. What was the job of her husband?...............................................
5. Is her husband alive? Yes/No......................................................
6. What does she do for a living?....................................................

Unit 10 Pottery
Woizero Haregua and her Pottery

Woizero Haregua lives in the rural area near Addis Ababa. Her husband died in
a war two years ago.
She has two children called Debritu and Misanesh. Debritu is 9 years old. But
Misanesh is only five years old.
Woizero Haregua did not have any income before. She has not yet got the pension
of her husband, Ato Ayalew. As she had not any income, she was not able to
bring up her children.
As time passed, she learned how to make pots from other pot makers. She then
started making clay pots to the surrounding people.
She buys clay soil from the surrounding farmers.
She uses the soil for producing coffee pot, flower
pot (vase), clay tray, clay dish, and water pot.
She sells them on Saturdays in the nearby small

Saturday Market. She gets about 800 birr a month.
Sometimes, especially in summer (Kiremt), she
gets smaller amount of money that is not enough
for her and for her children to live on. But Hregua
always thanks her God for being healthy and alive.
She is hopeful woman. She always says, “Tomorrow
will be better than today”.
Some other times Woizero Haregua prepares local beer (Tella) for her customers.
She has few customers. They call her to prepare tella for holidays or for a wedding
ceremony. She earns about 400 birr.
Woizero Haregua sends her daughters to school. Her first daughter, Debritu is a
Grade Four student but Misanesh is a Grade One student. Sometimes they go to
class without eating their breakfast. Because of this, they become sleepy in class.
Sometimes they may not even get lunch.

Unit 10 Pottery
Activity 3
After you have read the passage, answer the following questions. Work
in groups. Report your answers to the class. The teacher will give you the
correct answers.
1. Where does Woizero Haregua live?
2. Who was her husband?
3. How many children does she have?
4. What does Woizero Haregua do for a living?
5. Why do her children go to class without eating breakfast?
6. Is Woizero Haregua an educated woman?
7. What would you like to do for her?
8. What do you learn from this text?
Activity 1
Match the following words with their functions. Work in pairs or groups.
Words Functions
1. clay tray a. for preparing coffee
2. cooking dish b. for eating food
3. coffee pot c. for cooking food
4. clay pot d. for growing flowers in

5. flower pot e. for putting drinking water in

Unit 10 Pottery
Activity 2
The following words are taken from the reading and listening texts. Match
these words with their meanings. You should refer to the reading.
Words Meanings
1. rural a. free time
2. income b. near place (area)
3. pension c. Small amount of food eaten in the morning
4. breakfast d. money
5. prepare e. make
6. holiday f. money given to old workers
7. wedding ceremony g. out of city
8. funeral ceremony h. ceremony for the dead
9. bring up i. ceremony for marriage
10. surrounding j. to grow
11. taste k. The goodness or badness of something
COMPARISON AND CONTRAST: … AS…AS…, ADJECTIVE+ER….

THAN…., SIMILAR TO….
A study the following sentences. The teacher will explain the following
comparisons.
Taye is as tall as Teklay.
Fufa is shorter than Ahemed.
Samrawit is taller than Shewaye.
Tamiru is as old as Dawit.

Unit 10 Pottery
Activity 1
Then, the teacher takes three students among the class. The teacher
compares the students and writes sentences on the board.
In the same way, in pairs, compare other students in class and write your
sentences below.
1......................................................................................
2.......................................................................................
3.......................................................................................
4.......................................................................................
5.......................................................................................
Activity 2
Complete the following sentences by the words given in brackets. Work in
pairs or groups.
1. Tariku is ............................ (tall) than Lendamo.
2. Mahlet is ............................(heavy) than Almaz.
3. Gutu is ............................ (light) than Bontu.
4. Halima is ............................ (fat) than Merima.
5. Daniel is ............................ (clever) than Fanuel.
6. Ato Nebiyu is ............................(old) than Ato Getachew.
7. Zeberga ............................ (more/intelligent) than Hagos.
8. Hiwot is ............................ (short) than Haregua.
9. Defersha is ............................ (as…as/old) his friend, Alemu.

Unit 10 Pottery
Activity 1
Grade three students’ age, weight, and height are given in the table below.
Write five sentences by comparing and contrasting them. Work in groups.
Follow the given example. Then, show your sentences to your teacher.
Name Age Weight(kgs.) Height(ms)
Beshatu 9 13 1.05
Semira 8 12 1.20
Fasika 10 14 1.4
Soressa 9 12 1.20
1. Beshatu is older than Semira.
2........................................
3........................................
4........................................
5........................................
6.........................................
7. ......................................

Unit 10 Pottery
Comparative markers
taller shorter lighter fatter cleverer thinner
more intelligent heavier older younger
Examples:
Hadis is taller than Beyene.
Regassa is as young as Haftom.
Hadas is more intelligent than Shewit.
Activity 2
In pairs, compare two of your classmates and write short sentences.
Activity 3
Compare and contrast the following two objects. Your comparison should
include: size, weight, height, functions, body features, the material used to
produce them, etc. Write your sentences in your exercise book.
1 2

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English for Ethiopia

Federal Democratic Republic of Ethiopia

Writers: Alamirew Gebremariam, PhD

Mekasha Kassaye, PhD

Content Editor: Geremew Lemu, PhD

Curriculum Editor: Demekash Asregid

Language Editor: Amanuel Alemayehu, PhD

Illustrator: Eyayu Genet

Designer: Tesfamichael Getu, PhD

Federal Democratic Republic of Ethiopia

BEFORE YOU LISTEN

List down in pairs five objects you find in your classroom.

Grade 3 English Student’s Book 1

A. sports Kit B. white board C. ventilator

Example: Number of students in that school

2 Grade 3 English Student’s Book

1. What is the listening story about?

2. Does the writer of the story love the school?

3. Is the writer of the story a male or female? How do you know?

Example: chalk kits

Grade 3 English Student’s Book 3

___ 1. Container or bag A. 500 meters

___ 2. Number of students B. female

___ 3 . Teachers C. kits

___ 4. The writer D. careful and kind

___ 5. Big E. the size of playground

___ 6. Distance of school from the F. double story building

AFTER YOU LISTEN

No. Statement True False

4 Grade 3 English Student’s Book

1. Which school is located in a town or in a city?

2. Which school is located in rural area?

3. Is your school found in a rural area?

4. Is your school found in an urban area?

5. Which school you love most? Why?

6. Which school do you think has better facilities for students?

7. Is school B big or small compared to your school? Why?

Grade 3 English Student’s Book 5

I am Grade.................... The name of my school is ...................

6 Grade 3 English Student’s Book

The modern primary school has many things such as _________________

Grade 3 English Student’s Book 7

Section Two: Speaking

READING ALOUD OBJECT NAMES

garden plugs desk

ASKING AND RESPONDING TO QUESTIONS

Hanna: What is this?

8 Grade 3 English Student’s Book

Selam: What is this?

Dechassa: This is a garden.

Muktar: What is this?

Medina: This is a table.

Zeleke: What is this?

Semira: This is a white board.

1. Where is the library?

2. Where is the toilet?

7. What are the days of the week? They are _,_,,_