ODA BULTUM UNIVERSITY

COLLEGE OF SOCIAL SCIENCE AND HUMANITIES

DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE

ENGLISH MODULE

Target Group: Pre-University Remedial Program Students

Total Credit Hours: 64 hrs.

COMPILED BY:

ENGLISH LANGUAGE AND LITERATURE DEPARTMENT

MARCH, 2023
CHIRO, ETHIOPIA

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The Planned Structure and Organization of the Course
The overall structure of this course is topic-based on the basis of the English language teaching syllabus
(G-9-12) of the Federal Ministry of Education for Ethiopian Secondary Schools published in 2003 E.C.
Topics:
 Hobbies and Crafts,
 Moral Education and Personal Responsibility,
 Education,
 Water,
 Family Life and
 United Nations.
Macro-Skills
 Listening Skills,
 Speaking Skills,
 Reading Skills, and
 Writing Skills
Micro-Skills
 Vocabulary
 Words in context
 building word power
Grammar
Wide numbers of Topics on Grammar are carefully collected from the four textbooks. They are Basic
tenses in English- Simple present tense, Present progressive tense, Present perfect tense, Simple Future
tense((be + going to, present continuous, will + infinitive), Simple past tense, Past continuous tense and
Past perfect tense. Sentence Types (Simple sentences, compound sentences, Complex sentences,
Compound-complex sentences),Varieties of Conditional sentences, Modal auxiliaries ( Expressing
ability, Expressing Obligation, Expressing Necessity ,Suggestions/advice), Degrees of Comparison (
Positive, comparative and superlative degrees of comparison), Quantifiers (Many, much, few, a few,
little, a little , some, any ,a lot), Articles ( a, the, an), Linking words (coordinating conjunctions,
subordinating conjunctions), Relative clauses, Verb forms and patterns, Question types( WH-
questions, Yes/No questions, Tag questions and Indirect questions) and Adverbs (Frequency, Manner,
Time, Degree) will be covered. , Adjectives and prepositions, Reported Speech, Expressing Purpose (with
to, so as to, in order to, for, so that) are also included.
Course Contents
UNIT ONE: HOBBIES AND CRAFTS
1.1. Listening Skills
-My favorite free -time activity
-Listening for details

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1.2. Grammar
1.2.1. Simple present tense
-Active and passive forms
1.2.2. Present progressive tense
-Active and passive forms
1.2.3. Present perfect tense
-Active and passive forms
1.2.4. Simple Future tense
1.2.5. Verb forms
[Link]. Regular verbs
[Link]. Irregular verbs
1.2.6. Asking questions
[Link]. WH-questions
[Link]. Yes/No questions
[Link]. Tag questions
[Link]. Indirect questions
1.3. Reading Comprehension
1.3.1. Reading for details
1.3.2. Vocabulary in context
1.4. Speaking
-What I like doing in my free time
-Classroom survey
-Agreeing and Disagreeing
1.5. Writing
-Descriptive writing
-Keeping a diary
Assessment
-Speaking
-Writing
Revision Questions
UNIT TWO: MORAL EDUCATION AND PERSONAL RESPONSIBILITY
2.1. Listening Skills
-The Story of an Orphan
-Listening for details
2.2. Grammar
2.2.1. Simple past tense
-Active and passive forms
2.2.2. Past continuous tense

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 -Active and passive forms
2.2.3. Past perfect tense
-Active and passive forms
2.2.4. Conditional sentences
[Link]. Type I: Likely/ Probable condition
[Link]. Type II: Unlikely and imaginary condition
[Link]. Type III: Impossible condition
[Link]. Type IV: Zero-condition
2.2.5. Modal auxiliaries
[Link]. Expressing ability
[Link]. Expressing Obligation
[Link]. Expressing Necessity
[Link]. Suggestions/advice
2.3. Speaking
2.3.1. Using so and neither
2.3.2. Apologizing
2.4. Reading Comprehension
-A Difficult situation
2.4.1. Reading for details
2.4.2. Reading for main ideas
2.4.3. Vocabulary in context
2.4.4. Referencing and information packaging
2.5. Writing
-Warnings
Assessment
-Speaking
-Reading
Revision Questions
UNIT THREE: EDUCATION
3.1. Listening Skills
-The Education System in Ethiopia
-Listening for details
3.2. Grammar
3.2.1. Degrees of Comparison: Positive, comparative and superlative degrees of comparison
3.2.2. Relative clauses
3.2.3. Adverbs
-Frequency, Manner, Time, Degree
3.2.4. Adjectives and prepositions

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3.2.5. Reported Speech
3.3. Speaking
-The Education system: Present, past and future
- Comparing Schools
3.4. Reading Comprehension
-Barriers to Learning
-Oweka Learns a lesson
3.4.1. Detailed reading
3.4.2. Reading for the main idea
3.5. Writing
-Letter Writing
Assessment
- Writing
- Reading
Revision Questions
UNIT FOUR: WATER
4.1. Listening Skills
o The Water Cycle
o Listening for details
o Extracting main ideas
4.2. Reading Comprehension
o The Tale of a Tap
4.2.1. Detailed reading
4.2.2. Extracting the main idea
4.2.3. Vocabulary in Context
4.3. Speaking
o All about Water
o Water shortage: Describing cause and effect
o Expressing regrets (Wish)
o May I Interrupt?
4.4. Grammar
4.2.1. Like and as
4.2.2. Quantifiers
o Many, much, few, a few, little, a little , some, any ,a lot
4.2.3. Articles: a, the, an
4.2.4. Linking words
o coordinating conjunctions
o subordinating conjunctions

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4.5. Writing
o Saving Water in Ethiopia (Paragraph writing)
o Assessment - Speaking – Reading
o Revision Questions
UNIT FIVE: FAMILY LIFE
5.1. Listening Skills
o A Father‘s Voice
o Listening for details
o Note Taking
o Vocabulary in context
5.2. Grammar
5.2.1. Talking about the future
o be + going to
o present continuous
o will + infinitive
5.2.2. Sentence Types
o Simple sentences
o Compound sentence
o Complex sentences
o Compound-complex sentences
5.2.3. Verb patterns
o verbs followed by gerund and infinitives
5.3. Reading Comprehension
o My Family
o A Childhood Memory
5.3.1. Detailed reading
5.3.2. Extracting the main idea
5.3.3. Vocabulary in Context
5.4. Speaking
-Expressing Opinion
-Agreeing and Disagreeing
-A Happy Family Life
5.5. Writing
- Memories
- A Formal Letter
Assessment
-Speaking
-Listening

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UNIT SIX: UNITED NATIONS
6.1. Listening Skills
- A Lecture on the UN
- Listening for details
- Note completion
-Identifying main ideas
6.2. Speaking
- Facts about the UN
- Information gap activity
-A Happy Family Life
6.3. Reading Comprehension
- The United Nations Convention on the Rights of the Child
6.3.1. Skimming
6.3.2. Detailed reading
6.3.3. Extracting the main idea
4. Vocabulary
- Acronyms
- Adjectives to describe leaders
6.4. Grammar
6.4.1. Expressing Purpose
-with to, so as to, in order to, for, so that
6.4.2. Expressing Probability and Certainty
- Can, could, may
- might, must
6.5. Writing
- Writing a report
Mode of Delivery
 Combined
 Hence a technique of pyramiding
 Individual work
 Pair work
 Small group work
Assessment Modalities
 Quizzes
 Tests
 Model Exam
 Centralized Exam

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 UNIT ONE: HOBBIES AND CRAFTS
1.1. Listening Skills
- My favorite free -time activity
- Listening for details
PASSIVE AND ACTIVE VOICE
Voice refers to the form of a verb that indicates when a grammatical subject performs the action
or is the receiver of the action. When a sentence is written in the active voice, the subject
performs the action; in the passive voice, the subject receives the action. In academic writing, it
is generally preferred to choose an active verb and pair it with a subject that names the person or
thing doing or performing the action. Active verbs are stronger and usually more emphatic than
forms of the verb ―be‖ or verbs in the passive voice.
1.2. Grammar
1.2.1. Simple present tense
Active and passive forms
When the active verb is in the simple present tense, we make passive verb forms with is/am/are +
past participle form of the verb. Note that the object of the active verb becomes the subject of
the passive verb. The subject of the active verb becomes the object of the passive verb.

Examples:
1. Active: He plays football.
Passive: Football is played by him.
2. Active: He does not play football.
Passive: Football is not played by him.
3. Active: Does he play football?
Passive: Is football played by him?
4. Active: Does he not play football?
Passive: Is football not played by him?

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Change the following active voice into passive voice
1. Active: She writes a book.
Passive: ________________________________________________________________
2. Active: She does not write a book.
Passive: ________________________________________________________________.
3. Active: Does she write a book?
Passive: ________________________________________________________________
4. Active: Does she not write a book?
Passive: ________________________________________________________________
5. Active: Hewlett-Packard types a document.
Passive: ________________________________________________________________
6. Active: Hewlett-Packard does not type a document.
Passive:________________________________________________________________.
7. Active: Does Hewlett-Packard type a document?
Passive: ________________________________________________________________
8. Active: Does Hewlett-Packard not type a document?
Passive:_________________________________________________________________
9. Active: A cat drinks milk.
Passive: ________________________________________________________________
10. Active: A cat does not drink milk.
Passive:________________________________________________________________

1.2.2. Present progressive tense

Active and passive forms
Example:
I am Cooking Food - Normal Present Continuous
Steps to Make:
1. First we take the object which in this case is food
Food ...
2. Then we use helping verbs for this tense we have three (IS / AM / ARE) so because food
is single therefore (Is) we will use
Food is being...
3. Verb will come which in this sentence is - (Cook) - (Cooked)
Food is being Cooked - Complete !!!

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 Exercise 1
Convert the Following Active Voice into Passive Voice.
1. I am writing a letter.____________________________________________________
2. He is cooking Food.____________________________________________________
3. They are playing football.________________________________________________
4. She is making cake._____________________________________________________
5. He is beating his brother.________________________________________________
6. Questions are being asked by them.________________________________________
7. He is running a race.____________________________________________________
8. Pakistan is making an atom bomb. ________________________________________
9. She is telling a story. ___________________________________________________
10. Mohan is teaching me.__________________________________________________
11. Radha is ‗buying toys. __________________________________________________
12. The gardener is watering the plants. _______________________________________
13. The carpenter is making a chair.___________________________________________
1.2.3. Present perfect tense
Active and passive forms
Example: She has cooked the food.
The food has been cooked.
The first sentence which is in the active voice, focus on the doer of the action( the subject).||But
the second sentence which is in the passive voice, focus on the receiver of the action (the
object). The food.

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Instructions: Convert the Following Active Voice into Passive Voice
Examples
1. Active voice: I have written an amazing song.
Passive voice: An amazing song has been written (by me).
2. Active voice: Jon has helped me a lot.
Passive voice: I have been helped a lot (by Jon).
3. Active voice: Most people have tried alcohol.
Passive voice: ____________________________________________________
4. Active voice: Nobody has done this before.
Passive voice: _____________________________________________________
5. Active voice: My father has helped a lot of people.
Passive voice: _______________________________________________________
6. Active voice: I have ordered food for everyone in the room.
Passive voice: ______________________________________________________
7. Active voice: Mangesh has bought a car recently.
Passive voice: _______________________________________________________
8. Active voice: They have launched the trailer of the movie.
Passive voice: ______________________________________________________
9. Active voice: The government has launched a new job portal.
Passive voice: _______________________________________________________
10. Active voice: They have cleared the interview.
Passive voice: ________________________________________________________

1.2.4. Simple Future tense

Active: Subject + will/shall + first form of the verb + object
Passive: Object of the active sentence + will/shall + be + past participle form of the verb +
by + subject of the active sentence
Examples:
Active: I will write a letter. Passive: A letter will be written by me.
Active: She will help me. Passive: I will be helped by her.
Active: John will learn the lesson. Passive: The lesson will be learnt by John.

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 Instruction: Changing a negative sentence into the passive.
1. Active: She will not help us. Passive: _______________________________.
2. Active: We will not visit the hill station this year. Passive: ________________________
3. Active: We shall not betray our country. Passive: _________________________________
Examples of Interrogative sentence
1. Active: Will you help him? Passive: Will he be helped by you?
2. Active: Will you not help me? Passive: Shall I not be helped by you?
3. Active: Will they accept our invitation? Passive: Will our invitation be accepted by them?
1.2.5. Verb forms
[Link]. Regular verb
 A regular verb is a verb that follows a common pattern of conjugation. The past tense of
a regular verb is formed by adding an ‗ed‘ or ‗d‘ to the root verb and the past participle
form of the verb is the same as its past form.
How to Conjugate Regular Verbs?
 Regular verbs can be conjugated to form the simple past form and the past participle forms.
A regular verb can be made simple past by:
 adding an ‗ed‘ to the end of the base form of the regular verb and doubling the last
consonant.
 adding an ‗ed‘ to the end of regular verbs – three or four lettered monosyllabic words
preceded and followed by consonants
 adding a ‗d‘ to the end of the base form of the regular verb ending with an ‗e‘
 removing ‗y‘ and adding an ‗ied‘ to the end of the base form of the regular verb ending
with a consonant and a ‗y‘
 adding ‗ed‘ to monosyllabic words ending with a vowel followed by a ‗y‘
Conjugating Regular Verbs to Form Simple Past Examples
Regular Verb Simple Past Form of the Verb
Accept Accepted
Reach Reached
Conjugating Regular Verbs Ending with an ‘e’ to Form Simple Past Examples
Regular Verbs Simple Past Form of the Verb
Arrive Arrived
Place Placed
Live Lived

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Conjugating Regular Verbs Ending with ‘y’ to Form SImple Past Examples
Regular Verbs Simple Past Form of the Verb
Marry Married
Multiply Multiplied

Regular Verbs Examples List

Here are some common regular verbs and their conjugated forms for everyday use.
V1 V2 V3
Measure Measured Measured
Satisfy Satisfied Satisfied
Visit Visited Visited
Wash Washed Washed

[Link]. Irregular verbs

Irregular Verb Examples
 Irregular verbs are also known as strong verbs. Here are nine that are used more often than
the rest. These nine irregular verb examples also happen to be among the most commonly
used words in the English language
They are: Go Get Say
See Think Make
Take Come Know
Instruction: Fill the blank spaces with the appropriate irregular verb.
1. My dog jumped out of the swimming pool and _____________ himself, causing water to
spray everywhere. (shake, shook, shaken)
2. You should have ___________ Trish‘s face when she got her surprise. (saw, had seen, seen)
3. We _____________ the whole day lounging on the beach. (spend, spent, had spend)
4. Let‘s _____________ a hike on Saturday. (take, took, taken)
5. My brother Mike ______________ his stinky socks on the coffee table. (leave, left, leaving)
6. This is the ninth time that pitcher has _____________ a foul ball (throw, threw, thrown)
7. The water balloon _____________ when it hit its target. (burst, busted, broken)
8. Jesse intentionally ______________ gum in Jeff‘s hair. (stick, stuck, sticky)

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V1 V2 V3
Awake awoke awoken
Begin began Begun
Bend bent Bent
Catch caught Caught

1.2.6. Asking Questions

1.2.6.1Wh- questions
 A wh-question can expect any kind of information as a response.
 WH-Questions begin with WHWORDS, which signify that the speaker is asking a question.
 Here is a list of wh words (this includes HOW, which doesn‘t begin with a WH).
 Also note that different wh words fall under different parts of speech, which will
affect the way they are used in sentences.
 Who (asks about a person)—noun
 Whose (asks about possession)—adj
 Whom (variation of ―who‖ depending on its case)—noun
 What (asks about a thing, sometimes a quality)—noun/adj
 When (asks about a time)—adv
 Where (asks about a place)—adv
 Why (asks about a reason)—adv
 How (asks about a method or quality)—adv
 How much/many (asks about an amount)—adj/adv/noun
 How + adj/adv (asks about an extent to which something is true)—adv
 Which (asks about a small set of choices)—adj/noun
Examples:
a. How well does she speak in public?
She speaks decently well in public.
b. Which way should I go to get to the market?
You should go down the main road to get to the market.
c. What time does the sun usually set nowadays?
The sun usually sets around six nowadays.
d. How did you finish your food so fast?
I finished my food that fast by not talking.
e. How can I become more productive?
You can become more productive by meditating.

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[Link]. Yes/No questions
The simplest type of question in English is the yes/no question. Very simply, it‘s a type of
question that expects a YES or NO as a response (though not limited to that). Take a look at the
following statement:
E.g. It is going to be cold tomorrow.
Now, let‘s change it into a yes/no question:
Is it going to be cold tomorrow?
 The speaker‘s tone of voice rises at the end, as opposed to a normal falling pitch used
during a declarative sentence.
 There are two things to note here. One, which you can‘t know simply by reading this on a
screen, is that when asking this question, the speaker‘s tone of voice rises at the end, as
opposed to a normal falling pitch used during a declarative sentence.
 The second is the change in the word. When a declarative sentence becomes a yes/no
question, the subject and its corresponding auxiliary verb switch (in other words, they
become inverted).
 Therefore, IT IS denotes a declarative, while IS IT denotes a yes/no question. Here are
some other examples of yes/no questions:
a. Are you going to take the car today? (You‘re going to take the car today.)
b. Can you understand Cantonese? (You can understand Cantonese.)
c. Would he mind switching seats with me? (He would mind switching seats with me.)
d. Should I leave my things here while we‘re gone? (I should leave my things here while
we‘re gone.)
e. Will we be stopping by the gas station later? (We‘ll be stopping by the gas station later.)
1. THE CORRESPONDING DECLARATIVE SENTENCE FOR THIS IS:
 You speak English. However, in a yes no question, we need to add the verb to do because
an inversion must occur between the subject and an auxiliary verb.
 So, if you want to change you speak English into a question, you must first add the
auxiliary to do (you do speak English), and then make the inversion (do you speak
English?).
 It would sound strange for you to ask, Speak you English? or You speak English?
Here are more examples of yes/ no questions with the added TO DO auxiliary:
 Do you like chocolate?
 Does everything make sense?
 Do I sound annoying when I talk?
 Did Julie just walk out of the room?

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 2. NEGATIVE YES/NO QUESTIONS
 Yes/no questions can also contain the word NOT, which would come after the subject in
the question.
For example:
Do you not have any money?
3. UNINVERTED YESNO QUESTIONS
Speaker is asking a question not because he wants information, but because he is confirming
something he just heard out of surprise. You could still respond to this type of question with a
YES or a NO, but it‘s not necessary, unless the speaker is trying to confirm that they heard
something correctly.
For example, if you think you misheard a piece of information, you can restate it in the form of
a question as a sign that you didn‘t hear it very clearly.
A: What are you doing this summer?
B: I‘m going to Brazil.
A: Wait, you‘re going to Brazil? My friend‘s gonna be there too!
B: Oh, no way!
4. CHOICE QUESTIONS
A type of question that builds off from the yes/no question structure is the choice question.
It asks the other person to choose between two (or more) presented options.
Examples
 Do you like chocolate or vanilla better?
 Are you going to drive or do you want me to?
 Is it pronounced ―careuhmel‖ or ―carmull‖?
PRESENT SIMPLE with verbs and ‘Be’ verbs (short answers):
Write short answers (with pronouns) to the questions below.
1. Q: Does Mrs. Brown live in California? A: Yes, she does
2. Q: Are Shelly and Thomas tired? A: No, they aren‘t
3. Q: Do penguins live at the North Pole? A: No, they don‘t
4. Q: Does your father work in an office? A: Yes, he does
5. Q: Is Ottawa the capital city of Canada? A: Yes, it is
6. Q: Are we late? A: No, ________________________________________________
7. Q: Does Robert live in London? A: No, ____________________________________
8. Q: Is dinner ready? A: No, _____________________________________________
9. Q: Do you like to read? A: Yes, _________________________________________
10. Q: Are they from New Zealand? A: Yes, __________________________________

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[Link]. Tag questions
 A question tag is something which can turn a statement into a question. An example of
this would be the statement ‗you don‘t eat meat.‘ By adding a question tag, you turn it
into a question ‗you don‘t eat meat, do you?‘

Rules for Forming Tag Questions

To form the two‐word tag questions, you must follow the rules below:
 The subject in the statement matches the subject in the tag.
 The auxiliary verb or verb to be in the statement matches the verb used in the tag.
 If the statement is positive, the tag is usually negative and vice versa.
Examples:
 He‘s read this book, hasn‘t he?
 He read this book, didn‘t he?
 He‘s reading this book, isn‘t he?
 He reads a lot of books, doesn‘t he?
 He‘ll read this book, won‘t he?
 He should read this book, shouldn‘t he?
 He can read this book, can‘t he?
 He‘d read this book, wouldn‘t he?
Exceptions in Forming Question Tags
Statements with Negative Adverbs
A. The adverbs never, seldom, hardly, rarely, … have a negative sense. We treat statements
with these words like negative statements, so the question tag is normally positive.
Example:
We have never seen that, have we?

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B. Statements begin with I’m
 We use the verb form are/aren‘t I when the subject is the first person singular.
Example:
I‘m intelligent, aren‘t I?
C. Statements begin with Let’s
We use shall we after sentences with Let’s.
Example:
Let‘s take the next bus, shall we?
Let‘s go home, shall we?
D. With Imperatives
 Sometimes question tags are used with imperatives ﴾invitations, orders﴿, but the sentence
remains an imperative and does not require a direct answer. We usenwon’t you for
invitations, and can you/can’t you/will you/would you for orders.
Example:
Open the window, will you? ﴾order – less polite﴿
Take a seat, won‘t you? ﴾invitation – polite﴿
E. With There… structure
 When we use the there… structure, there is reflected in the tag.
Example:
There‗s nothing wrong, is there?
There weren‘t any problems when you talked to Jack, were there?
F. Statements with Nobody/one, Somebody/Someone, Everybody/Everyone as the subject
 We use the pronoun they in question tags after statements with nobody/no one,
somebody/someone, everybody/everyone as the subject.
Example:
Somebody wanted to borrow Jack‘s bike, didn‘t they?
G. Statements with Nothing/Something/Everything as the subject
 When the subject is nothing/something, we use it in the tag question.
Example:
Something happened at Jack‘s house, didn‘t it?
H. Statements with This
 When the subject is this, we use it in the tag question.
Example:
This will work, won‘t it?

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Note:
 We can use affirmative tag questions after affirmative sentences to express a reaction
such as surprise or interest.
Example:
You‘re moving to London, are you?
[Link].Indirect questions
Instruction: Change the direct questions into indirect questions. Use 'can you tell me'.
1. Where does she play tennis?
Can you tell me where she plays tennis?
2. Does he live in Paris?
Can you tell me if he lives in Paris
3. Is she hungry?
Can you tell me if she is hungry?
4. What is this? ______________________________________________________________
5. Do they work in Canada? ____________________________________________________
6. When do John and Luke meet? ________________________________________________
7. Is he a lawyer? _____________________________________________________________
8. When is the party? __________________________________________________________
9. Do they often go out? ________________________________________________________
10. What does he do at the weekend? ______________________________________________
11. Are the children on holiday this week? __________________________________________
12. Who is she? _______________________________________________________________
13. Why do you like travelling so much?___________________________________________
14. Does Lizzie like ice cream?___________________________________________________
15. Are they from Chile?________________________________________________________
16. Where is the station?________________________________________________________
17. Where do you study Chinese?_________________________________________________
18. Where is the nearest supermarket?_____________________________________________
19. Do you drink coffee?_______________________________________________________
20. Is Richard always late?_____________________________________________________

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1.3.1. Reading for details

1.3.2. Vocabulary in context

Instruction: Guess the meaning of the following words based on the information in the passage
1. ‗rinsed' paragraph 3 means_____________________________
2. ‗scraped‘ paragraph 3__________________________________
3. ‗wax‘ paragraph 3_____________________________________
4. ‗soaked‘ paragraph 4___________________________________
5. ‗batik‘ paragraph 4_____________________________________
6. ‗weave‘ paragraph 7____________________________________
Instruction: Reference questions
1. ‘they’ para 2, line 3 refers to________________________________________
2. ‘it’ para. 3 , line 3 refers to__________________________________________
3. ‘their’ para.10 line2, refers to_______________________________________
4. ‘In this way’, paragraph. 10 refers to_________________________________
5. ‘they’ paragraph 10 refers to________________________________________
6. ‘their’ paragraph 11, line 2 refers to___________________________________
1.3. Speaking
A .What I like doing in my free time?
 There are many things I like to do in my free time. They are my hobbies.
Example: I like doing sports.
 I like playing football.
 I like playing basketball
 I like reading a book.

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 Instruction: What you like doing in your free time?
I like--------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------
B. Agreeing and Disagreeing
To express agreement or disagreement you may use the following expressions:
Stating an opinion  In my opinion…
 The way I see it…
 If you want my honest opinion….
 According to Lisa…
 As far as I‘m concerned…
Asking for an opinion  What‘s your idea?
 What are your thoughts on all of this?
 How do you feel about that?
 Do you have anything to say about this?
 What do you think?
 Do you agree?
 Wouldn‘t you say?
Expressing agreement  I agree with you 100 percent.
 I couldn‘t agree with you more.
 That‘s so true.
 That‘s for sure.
 (slang) Tell me about it!
 You‘re absolutely right.
 Absolutely.
 That‘s exactly how I feel.
 Exactly.
 I‘m afraid I agree with James.
 I have to side with Dad on this one.
 No doubt about it.
 (agree with negative statement) Me neither.
 (weak) I suppose so./I guess so.
 You have a point there.
 I was just going to say that.
Expressing disagreement  I don‘t think so.
 (strong) No way.
 I‘m afraid I disagree.
 (strong) I totally disagree.
 I beg to differ.
 (strong) I‘d say the exact opposite.
 Not necessarily.
 That‘s not always true/the case..
 No, I‘m not so sure about that.
 I can‘t accept it
 I don‘t think I agree with you.

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 EXERCISE 1
Instruction: Choose the correct answer for the following questions.
1. Vina: Do you think browsing on the internet is difficult?
Dea: Mm… I don‘t think so. We just need more practice. The underlined sentence expresses..
A. asking opinion B. agreement C. disagreement D. satisfaction E. dissatisfaction
2. Chen: I‘m thinking about going camping next holiday. What do you think?
Chan: It‘s great I think. The underlined expression shows …
A. possibility B. satisfaction C. sympathy D. ability E. agreement
3. Bill: Do you agree that the school‘s new regulation is disappointing?
Bob: No, …….. because it is better than the previous one.
The suitable expression for the sentence above is ……
A. I‘m 100 percent agree with you B. I entirely disagree with you.
C. I get along with you D. I suppose so. E. I dare you are right
4. Jack: What do you think of our new jackets?
Jill: It‘s a lovely jacket ever. I‘m satisfied with the model.
Jane: Yes, ………………. I like the model. We‘d better order again next year.
A. I get along with your opinion B. I can‘t accept it
C. Not really D. I‘m not sure about that E. Well, it depends
5. Tanaka: Have you heard that Mr. Chan has been promoted to be the area manager?
Omura: I think he is a right person for that position.
Keiko:… because his experience and educational background are great and fantastic.
A. I wouldn‘t accept that B. I‘m afraid you are wrong
C. I don‘t have any objection to it D. I don‘t agree with you at all E. Not necessarily
6. Odi: I think English is a very difficult language to learn.
Steven: Do you think so? You just need practice every day and it will be very easy.
What does Steven mean?
A. He is not satisfied with Odi‘s opinion B. He agrees with Odi‘s opinion
C. He feels regret on Odi‘s opinion D. He disagrees with Odi‘s opinion
E. He is satisfied with Odi‘s opinion
7. Mother: Television has a bad influence on children.
Father: That‘s exactly my opinion. We should limit their time for watching TV.
What does the father mean?
A. He agrees with mother B. He has no opinion
C. He disagrees with mother D. He feels regret to have no opinion
E. He is satisfied with the opinion

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8. Lea: I think ‗dangdut‘ music is only appropriate for villagers.
Sam: I‘m afraid you‘re wrong. It‘s become popular even high-class people enjoy dangdut
much. What is Sam‘s opinion towards Lea‘s?
A. He agrees B. He disagree C. He has no opinion D. He is satisfied E. He is happy
EXERCISE 2
* Complete the following dialogue with your own opinion by using the expressions above.
1) Mary: What do you think of Indonesian movie?
ViVi:……………………………………….
2) Ali: Everyone has the right to express their opinion.
Bet:…………………………………………………
3) Noe: Smoking should be permitted in public places
Jim:……………………………………………….
4) Alex: What is your opinion to the idol singing competition nowadays?
David:………………………………………………..
C. Class survey
1. Work in a small group. Together you are going to carry out a class survey about some ones
hobbies. Follow the advice below on how to carry out such survey.
How to conduct a survey
1. What do you want to find out?
2. How to obtain the information? Through questionnaire
3. Drawing up the questionnaire: closed ended: yes/no or open ended
4. Conduct the survey: group member interview the sample
5. Collect the results
6. Convert each number to percentage If necessary
7. Discuss your survey results
8. Present the result to the rest of the class

School subject class survey example

1. Hello, what‘s your name? ____________________________
2) How are you? J K L (circle the answer)
3) How old are you? ____
4) What‘s your favourite school subject? J _____________________
5) What‘s your worst school subject? L ________________________
6) What‘s the most important school subject? ___________________
Thank you very much – Goodbye!

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1.5. Writing
Descriptive writing
Descriptive writing creates a picture of a person, place, thing, or event. A well-written
description should arouse a particular response or emotion in the reader's imagination.
 Description tells what something looks, sounds, smells, tastes, or feels like. It works with
all of the senses, i.e., Sight, smell, taste, touch, and hearing.
 Descriptive writing is the only type of writing which can be and should be used in all
other forms: Expository, Narrative, and Persuasive.
 Your goal as a writer is to describe something so well that your reader will see, in his or
her imagination, what you have experienced in life!
 Vivid sensory details-details appealing to one or more of the five senses. This is often
best achieved by using vocabulary that includes specific nouns, active verbs, adjectives,
and adverbs.
 A clear, consistent organization using either spatial, chronological, or thematic order.
 To make an imaginary world seem real, an author makes use of words and phrases that
appeal to the senses. These words and phrases are called images. And help a reader
mentally experience what the character in the living selection usually experiencing.
 Before writing the Descriptive Essay, you have to think about 3W.
What, Why, and How.

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1) What do you want to describe?
 It‘s an important step for you to know what are you describing:. a person , a place , a
memory, an experience , an object .
2) Why are you writing your descriptive essay?
 Usually, you have a particular reason why you need to write this descriptive essay.
 Getting in touch with this reason can help you focus your description and imbue your
language with a particular perspective or emotion.
Example
 Imagine that you want to write a descriptive essay about your grandfather.
 Chose to write about his physical appearance
 The way that he interacts with people.
 However, rather than providing a general description of these aspects, you want to
convey your admiration for his strength and kindness.
 This is your reason for writing the descriptive essay.
 To achieve this, you might focus one of your paragraphs on describing the roughness of
his hands, roughness resulting from the labor of his work throughout his life, but you
might also describe how he would hold your hands so gently with his rough hands when
having a conversation with you or when taking a walk.
 Good descriptive writing is comprised of five elements;
 Sensory Details,
 Figurative Language,
 dominant impression,
 precise language, and
 Careful Organization.
1) Sensory Details
 Good descriptive writing includes many vivid sensory details that paint a picture and appeals
to all of the reader's senses of sight, hearing, touch, smell, and taste when appropriate.
 Descriptive writing may also paint pictures of the feelings the person; place or thing
invokes the writer.
2) Figurative Language
 Good descriptive writing often makes use of figurative language to help paint the picture in
the reader's mind. There are many ways to use figurative language, and it is a talent that
should be practiced until perfected.
 A simile uses like or as to compare two unlike things.
Example: Her smile was like sunshine.

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 A metaphor compares two unlike things without using like or as:
Example: Her smile was a light that lit up the room.
 Personification suggests comparison between a nonliving thing and a person by giving the
nonliving thing human traits.
3) A Dominant Impression
 When you Plan a descriptive essay, your focus on selecting details that help your readers see
what you see, feel what you feel, and experience what you experience.
 Your goal is to create a single dominant impression, a central theme or idea to which all the
details relate-for example, the liveliness of a street scene or the quiet of a summer night.
 This dominant impression unifies the description and gives readers an overall sense of what
the person, place, object, or scene looks like (and perhaps what it sounds, smells, tastes, or
feels like). Sometimes_ but not always_ your details will support a thesis making appoint
about the subject you are describing.
4) Precise language
 Good descriptive Writing Uses Precise language. Using specific words and phrases will help
the reader ―see‖ what you are describing. If a word or phrase is specific, it is exact and
precise. The opposite of specific language is language that is vague, general, or fuzzy.
5) Careful Organization
 Good descriptive writing is organized. Some ways to organize descriptive writing include:
chronological (time), spatial (location), and order of importance.
Describing People
 Adjectives to describe yourself, your family, another student, your teacher.

John is a tall, slim man in his mid-forties. He has a thin face, blue eyes and a large nose. His
short hair is turning white. He is usually casually dressed. He is a smart man, but he is very
messy. He doesn‘t keep his office tidy.

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 Describing Character
careful, hard-working, worried, cheerful, active, curious, generous, aggressive, careless, sensible,
independent creative boring, imaginative sensitive, gentle, loyal, trusting, friendly stubborn, patient
moody, optimistic, energetic, confident, selfish, shy
Examples:
1. Our new teacher is so patient. If we don't understand something, she goes over it again and
again until we do.
2. Our English teacher at school is so creative. He is always coming up with new games that
help make learning fun.
3. Tim is so generous. He always helps out the poor people in our community.
PERSON (JUDY)
APPEARANCE: Medium-Height, Skinny, Brown Eyes
CHARACTER: Reserved, Hard-Working, Patient Mild
WHAT HE/SHE DOES? a student part-time cashier math tutor.
HOBBIES: Listening to pop music Reading novels Sewing Painting
Example:
My grandmother was a very lovely woman. Her warm, loving smile always brightened my day. She was a
thin, elderly woman in her 80s. She had wavy hair and big round blue eyes. Everything about her was tidy
and comforting. When I was younger, I learned a lot from this energetic and inspiring woman.

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UNIT TWO: MORAL EDUCATION AND PERSONAL RESPONSIBILITIES
Objectives
By the end of this unit, students will be able to:
 Listen to the history of an Orphan
 Use simple past and past continues, and past perfect tense
 Change active voice to passive voice and the vise-versa
 Identify conditional sentences
 Use Modal verbs
 Use so and neither in conversation
 Learn to apologize to someone
 Read and do activities
 Write story involving Warnings
2.1. Listening Skills
The Story of an Orphan
Your teacher will read you true story, written by Pamela aged 13, taken from shuttered
innocence. Listen and note down Pamela‘s main problems, then discuss them with your groups,
then present to your class.
2.2 Grammar
2.2.1 .Simple Past simple
-Active and Passive forms of Simple Past
The passive of an active tense is formed by putting the verb to be into the same tense as the
active verb and adding the past participle of the active verb. The subject of the active verb
becomes the ‗agent’ of the passive verb. The agent is very often not mentioned. When it is
mentioned it is preceded by by and placed at the end of the clause.
Change of Pronouns
Active voice Passive
I me
He him
She her
You you
We us
They them
Change of tense for simple past Tense
Active voice Passive Voice
Subject +V2+Object Object+ Was/were +V3 +by+ subject

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 Look the following examples
Active voice Passive Voice
1 Shakespeare wrote King Lear. King Lear was written by Shakespeare.
2 They cancelled the match because of the rain. The match was cancelled because of the rain.
3 They didn‘t pay me much for that job. I was not paid much (by them)
4 She broke a table The table was broken by her.
Activity: Complete the sentences with the correct passive form of the verbs in brackets. Use
the Past Simple.
a. My car ______________________ (repair) last week.
b. This song ________________________ (not write) by John Lennon.
c. ________________________________ (the phone/answer) by a young girl?
d. The film ________________________ (make) ten years ago.
e. When ______________________________ (tennis/invent)?
f. The car ________________________ (not damaged) in the accident.
g. The original building _________________________ (pull) down in 1965.
h. Where ______________________________ (this pot/make)?
2.2.2. Past Continuous Forms
Active / passive
Forms
Active voice Passive voice
Was/were +-ing Was/were + being +v3 {by +subject)
Examples:
Active: My parents were watching that movie.
Passive: That movie was being watched by my parents.
Active: Jon was editing my video yesterday.
Passive: My video was being edited yesterday by Jon.
Active: Were you calling me last night?
Passive: Was I being called by you last night?
Exercise: Change the following active voices to passive voice
1. Mox was hitting me with a bat.____________________________________________
2. Someone was using you__________________________________________________
3. They were not helping her.________________________________________________
4. Why were you beating that boy?___________________________________________
5. Was he calling me last night?______________________________________________
6. I was making the next lesson._____________________________________________

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 2.2.3. Past Perfect Tense
Active and passive forms of past perfect tense
Use ‘had +been +v3’ when active voice is given with past perfect
Look the following examples
Active voice Passive Voice
1 He had written many letters. Many letters had been written by him
2 They had submitted the assignment. The assignment had been submitted by students
3. The man had seen a lion before he came to A lion had been seen by the man before he came
Ethiopia to Ethiopia
Activity:
I. Change the following active voices to passive voice
a. We sold tickets for all shows at the Box Office._________________________________
b. Thomas Edison invented the electric light bulb. ._________________________________
c. Someone painted the office last week. ._________________________________
d. Several people had seen the accident. ._________________________________
2.2.4. Conditional Sentences
There are 4 main types of if sentences in English, often called conditional sentences.
These sentences are in two halves (clauses): the if part (if clause) The main clause)
2.4. 1. Conditional Sentence type one (Possible) condition
Is a structure used for talking about possibilities in the present or in the future? The first
conditional is used to talk about things which are possible in the present or the future -- things
which may happen.
If clause Main clause
If + Present Simple Simple Future

Example: If you study hard, you will pass the test.

Unless= if…not.
 We won‘t buy any fish today if it isn‘t cheaper than yesterday.
=We won‘t buy any fish today unless it is cheaper than yesterday.
 If you don‘t go to the party, they‘ll be disappointed.
=Unless you go to the party, they‘ll be disappointed
 If he doesn‘t go to the post office, he won‘t buy the stamps.
=Unless he goes to the post office, he won‘t buy the stamps.

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 2.4.2. Conditional Sentence type two (imaginary/unlikely condition)
Is a structure used for talking about unreal situations in the present or in the future. The second
conditional is used to talk about things which are unreal (not true or not possible) in the present
or the future -- things which don't or won't happen.
If clause Main clause
If + Past Simple would, could, might +V1

Example: If I had a million dollars, I would buy a big house.

We can use ‗If I were you‘ when we give an advice. For example:
If I were you, I would study hard.( I‘m not you, so I don‘t study hard.)
2.4.3.. Conditional sentence type three ( impossible condition)
Is a structure used for talking about unreal situations in the past. The third conditional is used to
talk about things which did not happen in the past. It is often used to express criticism or regret
in the past.
If + Past Perfect Main clause
If + Past Simple would/could/might have + Past Participle

Eg. If I had studied harder, I would have passed the exam.

(Meaning: I failed the exam, because I didn‘t study hard enough)
2.4.4. Zero conditional
It is a structure used for talking about general truths -- things which always happen under certain
conditions (note that most zero conditional sentences will mean the same thing if "when" is used
instead of "if").
The zero conditional is used to talk about things which are always true -- scientific facts, general
truths, and so on.
It can be possible to start with either if-clause or main clause. No meaning change. We use
comma if we start with if clause but not if vise-versa.
If clause Main clause
If + Present Simple Simple Present Simple

Examples
-If you heat the water to 100 degrees, it boils = When you heat the water to 100 degrees, it boils
-If the temperature drops to 0ºC, water turns into ice =If the temperature drops to 0ºC, water
turns into ice.

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Exercise: Put the correct verb on blank space from the bracket.
1. If she ____________________ (go) to Paris, she‘ll send me a postcard.
2. If it rains, we ___________________ (not/go) out.
3. If I ___ (find) a wallet in the street, I would give it to the police.
4. If you saw him again, you __________________________ (not / recognise) him.
5. We would go skiing if it __________________________ (snow).
6. If he didn‘t feed the cat so much, it __________(not / be) so fat.
7. Would he do me a favors if I ___________(ask) him?
8. If I _______________(pack) the suitcases myself, I wouldn‘t have left my swimsuit.
Instruction: Complete the following sentences with your own answers.
1. If I had a car,____________________________________________________________
2. If I saw a crime,__________________________________________________________
3. If I knew how to kook,____________________________________________________
4. If I became a policeman,__________________________________________________
5. If I win a lottery, _______________________________________________________
2.2. 5. Modal Auxiliary
How do we use modals?
 There is no ―s‖ in singular
 There is no ―do / does‖ in the question
 There is no ―don‘t / doesn‘t‖ in the negative
 Modal verbs do not have infinitives or –ing forms
 Modal verbs are followed by an infinitive without to
2.2. 5.1. Expressing Ability
A. Present Forms | Modals of Ability
Be able to
Form: Is/am/are (not) able to + main verb
Usage: This form may be used in positive or negative, for general or specific ability.
 James is able to cook steak.
 David is not able to cook steak.
Can/Can’t
Form: Can/Can‘t + main verb
Usage: This form may be used in positive or negative, for general or specific ability.
 Richard can speak French fluently.
 Gabriella can‘t speak French fluently.

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B. Past Forms | Modals of Ability
Be able to
Form: Was/were (not) able to + main verb
Usage: This form may be used, in positive or negative, for general or specific ability.
Examples:
 Tullu was able to swim fast when he was a young boy.
 Chaltu was not able to dance when she was eight.
Could/Couldn’t
Form: Could/Couldn‘t + verb
Usage: Could, in positive, is only used for general ability.
Couldn‘t is used for general or specific.
Examples:
 I could swim when I was six.
 My sister couldn‘t play the piano when she was five.
C. Future Forms | Modals of Ability
Be able to
Form: Will/won‘t able to + main verb
Usage: This form is only used for general ability.
Example: Journalists will be able to preview the exhibition tomorrow.
Can/can’t
Form: Can/Can‘t + verb
Usage: This form may be used, in positive or negative, for general or specific ability.
Examples:
 I can help you tomorrow.
 I can‘t come to her birthday party.
2.2. 5.2. Expressing Obligation
Must / have to
Must and have to are used to express obligation. When we use must this usually means that the
obligation comes from the speaker, it‘s like a personal obligation, whereas have to normally
means that the obligation is external.
Examples:
I must give up smoking. (I need to, I say so)
I have to give up smoking. (I‘m obliged. My doctor says so)
Had to is used as the simple past for both have to and must.
I had to give up smoking. (because I needed to, or because my doctor forced me to).

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Mustn’t / don’t have to
The negative forms mustn‘t and don‘t have to are completely different. Mustn‘t is used to
express prohibition (an obligation not to do something), whereas don‘t have to is used to
express an absence of obligation. (⇒ See Have to, must, should – obligation, prohibition,
necessity, advice) Examples:
You mustn‘t reveal where you get the information. (You have the obligation not to do it)
You don‘t have to arrive before 7. (you can do it, but it‘s not necessary, there‘s no obligation)
2.2. 5.3. Expressing Necessity
Need to, have to, don’t need to, don’t have to
We use need to/have to or don‘t need to/don‘t have to + infinitive to say that something is or is
not necessary. Examples:
We need to/have to confirm our reservations before Friday.
You don‘t need to/don‘t have to believe in God to be a good person.
Don’t need to / needn’t
We can use both don‘t need to or needn‘t + infinitive to say that it is unnecessary to do
something. However, when we are talking about a general necessity (in general, not on one
specific occasion), we normally use don‘t need to, and we can use both don‘t need to or needn‘t
+ infinitive when we are talking about a specific necessity (on one specific occasion).
Examples:
The doctor said I don‘t need to wear glasses. (in general, all the time)
Tell him he doesn‘t need to/needn‘t wash the dishes. I‘ll do it later. (on one specific occasion)
Didn’t need to / needn’t have
When something was not necessary but we did it, we can use both didn‘t need to + infinitive and
needn‘t have + past participle.
Thanks, it‘s very beautiful, but you didn‘t need to buy/needn‘t have bought anything. (you did it)
However, when something was not necessary and we did not do it, we can only use didn‘t need
to.
I didn‘t buy any groceries because Sarah told me I didn‘t need to buy anything. (NOT needn‘t
have bought)
2.2. 5.4. Expressing Suggestion/Advice
Modal verbs can also be used to give advice or to suggest an action. This is more suitable for
situations where it might be considered rude to give an outright order, or for more conversational
guidance. Should and ought to are similar, but ought to is used more formally.
Look the following examples:
 You could stay at home if it‘s raining.

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  You should stay at home if it‘s raining.
 You ought to stay at home if it‘s raining.
 You had better stay at home if it‘s raining.
 You should go to the doctor
 We ought to know about first aids
 I had better study or I will fail the test
Practice the following questions.
1. I think your thumb is broken. You ______should/may/can/ought to go to the emergency room.
2. You _______ come too early. We won‘t leave until 9 o‘clock.
A. has to B. must C. needn‘t D can‘t
3. Children ________ be accompanied by an adult at the zoo.
A. ought to B. must C. would D . mustn‘t
4. You _________ talk during tests. It‘s forbidden!
A. don‘t have to B. mustn‘t C. couldn‘t D. ought to
Instruction: Choose the best option from the given alternatives.
1. My mother told me to be home by nine o‘clock. I must/can go now.
2. On Saturday and Sunday morning, we musn‘t/don‘t have to get up early
3. We must/can play football on the school field after school if we want.
4. You don‘t have to/ shouldn‘t eat a lot of sweets.
5. You can/should drink plenty of clean water.
6. I have to/can sweep my room every day.
7. The dog doesn‘t have to mustn‘t come into the house.
8. We were told we can‘t don‘t have to go to school as it is holyday.
2.3. Speaking
2.3.1. Using so and neither
How to use 'so' and 'neither' in English?
So is used to show agreement with affirmative statements concerning the speaker or another
person. Examples:
 I like tennis….So do I
 I watch tv everyday…I do too
We use neither ….I and don‘t …either in negative sense to show that we feel the same ways as
another person, or having performed the same action. Examples:
 I don‘t like tennis…Neither do I
 I don‘t watch TV everyday…I don‘t either

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So + auxiliary + Subject (pronoun): So do I
Remember: The Auxiliary in the response must agree with the verb tense in the original statement.
Speaker A Speaker B
 Charlie likes chocolate………. So do I = I like chocolate too.
 Emma lives in London……… So does Amanda. =Amanda lives in London too.
 Alex can swim………………. So can Jenny. = Jenny can swim too.
 Pedro is good at sports………. So is Rafael. = Rafael is good at sports too.
 Our teachers are very strict….. So are ours. = Our teachers are very strict too.
 Enzo would love to work in Paris… So would I. = I would love to work in Paris too.
 Alex will be angry………… So will I = I will be angry too.
Neither
 Neither is used to show agreement with negative statements.
 Neither can be replaced by NOR with no change in meaning.
 Neither + Auxiliary + Subject (pronoun): Neither do I (Nor do I)
Remember: The Auxiliary in the response must agree with the verb tense in the original statement.
Speaker A Speaker B
Sam doesn't want to go out… Neither do I. = I don't want to go out either.
Wendy can't cook………… Neither can I. = I can't cook either.
Jason doesn't have a ticket… Neither does Tom. = Tom doesn't have a ticket either.
I can't speak Chinese……… Neither can Julie. = Julie can't speak Chinese either.
Peter hasn't finished yet…… Neither has James. = James hasn't finished yet either.
Meg couldn't come today… Neither could Amy. = Amy couldn't come either.
Dad won't pay attention…… Neither will Mum. = Mum won't pay attention either.

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2.3.2. Apologizing
Apologies are an important part of being a functional, polite member of society. In some
situations, saying sorry is necessary and even inevitable!
Learning how to properly apologize in every situation will help you strengthen your relationships
with other people despite your mistakes and become a better communicator overall. And
depending on the circumstances, there are different ways to say sorry in English.
How to say sorry in English?
The following expressions are used to ask apologies in different contexts.
 I beg your pardon. This is a fancy phrase that you can use if you want to express shock or
surprise.
 I apologize for... This is the simplest way to apologize for something you did wrong.
 Pardon. If you didn‘t hear what someone said, use this to ask them to repeat it.
 I’m sorry. We can also add ―for‖ followed by a noun, for example: ―I‘m sorry for the
mistake I made‖ or ―I‘m sorry for the way I reacted.‖
 I’m very/truly/terribly/deeply sorry. Use when you‘re aware that you‘ve hurt someone and
want to genuinely apologize.
 I hope you will forgive me but…..
 Sorry, I didn‘t mean to..
 I‘m so sorry about that.
 I feel terrible, I‘m so sorry.
 I‘m sorry, that was wrong of me.
 I was wrong about that.
 Excuse me (please). This is the most common way to politely ask someone to move out of
the way.
 Pardon me! This is the same as ―excuse me,‖ but more formal and slightly more polite.
 Please forgive me. Same as above.

Situation-1
Assume you took Mr. Tullu‘s Cell-phone as yours unknowingly. Use the appropriate expressions
used above and ask apology.

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2.4. Reading Comprehension

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 2.4.1. Reading for detail

2.4.2. Reading for main idea

d. What is the main idea of paragraph one? Explain it.

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2.4.3. Vocabulary in context

2.4.4. Referencing and information packaging

From the above passage find what the following phrase/word refers to
[Link] order to avoid these blows, these brefers to___________
b. If we did not do this, this refers to____________________
c. He would ofcourse, he refers to_______________
2.5. Writing

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UNIT THREE: EDUCATION
3.1. Listening Skills

3.2. Grammar
3.2.1. Degrees of Comparison
* Positive is used to describe the quality of noun.
 He is a good boy.

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3.2.2. Relative Clauses

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3.2.3. Adverbs
A. Adverbs of Frequency

B. Adverbs of Manner

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C. Adverbs of Time

D. Adverbs of Degree

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3.2.4. Adjective and Preposition

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3.2.5. Reported Speech

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3.3. Speaking

3.4. Reading Comprehension

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UNIT FOUR: WATER
Objectives
In this part of unit 4, you will:
 listen to a description of the water cycle
 read and comprehend a text about The Tale of a Tap strategically
 guess the meaning of some unfamiliar words about water
 discuss about water shortage
 express regrets using I wish
 learn and make sentences with like and as
 extend your ability to use quantifiers
 learn about articles: a, an, and the
 link sentences using subordinating and coordinating conjunctions
 write some paragraphs about how we can save water in Ethiopia
4.1. Listening Skills
o The Water Cycle
o Listening for details
o Extracting main ideas

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4.2. Reading Comprehension
o The Tale of a Tap
4.2.1. Detailed reading
4.2.2. Extracting the main idea
4.2.3. Vocabulary in Context

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4.3. Speaking

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More Notes on Expressing Wishes

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4.4. Grammar
4.4.1. Language focus: Like and as
Like, of course, is a verb, but it also has another use which is similar way to the meaning of as.

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4.2.2. Quantifiers
 Many, much, few, a few, little, a little , some, any ,a lot

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Few/a few/little/a little

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4.2.3. Articles: a, an, the

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4.2.4. Linking Words
o Coordinating Conjunctions
o Subordinating Conjunctions

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4.5. Writing
o Saving Water in Ethiopia (Paragraph writing)
o Assessment: Speaking – Reading
o Revision Questions

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UNIT FIVE: FAMILY LIFE
Objectives
In this part of unit 5, you will:
 listen to a father talking about his son and daughter
 talk about the future using will, be+ going to, and present continuous tense
 learn types of sentences based on structure
 practice using verbs followed by gerund + -ing or infinitive + to
 read about a family in the Semen Mountains area
 read a memory of a rural childhood
 express your opinion on the topics listed
 talk about what makes family life happy
 write about some of your childhood memories
 analyze and write a formal letter
5.1. Listening Skills

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5.2. Grammar
5.2.1. Talking About the Future
The common ways to talk about the future are:
o be + going to, will + infinitive and present continuous

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1. Complete with a future (will, be going to, or present continuous).
1. Tony ______________ a friend tomorrow.(meet)
2. I think it _____________soon.(snow)
3. Perhaps I ___________New York one day.(visit)
4. What time _______________tomorrow?(leave/you)
5. Who ___________________the next World Cup? (win)
6. I'm sure you ______________the exam next week. (not fail)
7. Don't touch that dog. It ___________you. (bite)
8. They ______________ for a meal tonight.(come)
9. Look at those clouds, it ________________ .(rain)

5.2.2. Sentence Types

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5.2.3. Language focus: Verb patterns
o Verbs followed by gerund and infinitives

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5.3. Reading Comprehension

3. Increase word power: Phrasal verbs

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5.3.1. Extracting the main idea

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5.3.2. Detailed reading

5.3.3. Vocabulary in Context

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 5.4. Speaking
 Expressing Opinions
1. Work in a group and select a topic from the lit below.
 Watching TV is a waste of time.
 Nowadays People prefer TV to radio.
 Celebrities have too much money.
 There is too much sport on television.
Read each point aloud and let your group express simple counter arguments for or against it.
Useful expressions to express your opinion
o In my opinion, ...
o I think/I suppose …
o From my point of view, ...
o It‘s my opinion that…..
o Speaking personally, ...
o I‘m convinced that, ..
o As far as I am concerned, ...
o I wonder if …
1. Choose a presenter from your group to present your arguments for or against each topic to the rest of the class.

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5.5. Writing
 Memories

 Study the information in this box.

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UNIT SIX: THE UNITED NATIONS

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Positive forms examples:
 He is working very hard so as to get good scores.
 She gets up early in order to be on time for school.
 Amine got a part time job to save some money.
Negative forms Examples:
•They get up early so as not to be late for work.
• She exercises regularly in order not to gain weight.
• He helped his classmate not to fail his exam.

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 Using so that to express purpose
• He got a visa so that he can study in the USA.
• He decided to stay in England for a while so that he could practice his English.
Language Focus: Expressing Probability and Certainty
1. Probability
 It may rain tonight
 It may not rain tonight
 I might come by your house this afternoon
 I might not come by your house this afternoon
We ask a question in a different way with modals of possibility.
 Will it rain tonight?
 Do you think it might rain tonight? It might or it might not.
Can also expresses the possibility to do something.
We can go to the seaside at last. Our holidays start next week.
Must, could, might, may, couldn’t and can’t are used to show how possible or probable the
speaker thinks a present situation is. Using ―must‖ conveys a strong feeling of certainty;
nevertheless, there is still some doubt in the speaker‘s mind.
Could, may and might show that a speaker is 50% or less certain about a present situation. By
using couldn’t and can’t, a speaker shows that he believes a situation is very unlikely or
impossible.
For example: You just ate a big meal. You can’t still be hungry.
- I can‘t find the car. It has been stolen.
May not and might not convey the idea that a speaker is 50% or less certain that a situation is
not possible or probable. They are not normally used in their contracted forms.
They are late. They might not know the way here.
2. Certainty
Must Can’t
Must: when we are sure about something
Can’t: when we want to say ―that‘s impossible‖
Might: when we want to say ―it‘s possible‖
E.g. He has run 30 km. (tired) – He must be tired.
 We can use these modal verbs of certainty when we want to make a guess about something.
The choice of verb says how sure we are.
 must (positive certainty) It‘s snowing, so it must be very cold outside.
 could, may, might (uncertainty / possibility)

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 e.g. I don‘t know where John is. He could have missed the train.
 Can‗t (negative certainty): This bill can‘t be right. 20$ for two cups of coffee!
* Use the correct modal verbs to complete the sentences as in the example.
1. She hasn‘t eaten all day. (hungry)
2. I‘ve entered the competition. (win)
3. He is sick. (go to work)
4. I have a high temperature. (sick.
5. My birthday is next week. (party)
6. I‘ve slept 14 hours. (tired)
7. My eyesight is getting worse (glasses)
Writing: A Report

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References
 Brown, H.D. (2001). Teaching By Principles: An Interactive Approach to Language
 Pedagogy. San Francisco: San Francisco State University.
 Brown, S. (2006). Teaching Listening .Cambridge, Cambridge University Press.
 Murphy, R. (2019).English Grammar in use (fifth Edition) .Cambridge: Cambridge
University Press & Assessment.
 English for Ethiopia .Grade 9 Student Textbook Federal Democratic Republic of Ethiopia
Ministry of Education 2003.
 English for Ethiopia .Grade 10 Student Textbook Federal Democratic Republic of Ethiopia
Ministry of Education 2003.
 English for Ethiopia .Grade 11 Student Textbook Federal Democratic Republic of Ethiopia
Ministry of Education 2003.
 English for Ethiopia .Grade 12 Student Textbook Federal Democratic Republic of Ethiopia
Ministry of Education 2003.
 Tibbitts, E.L. (1976).Exercises in Reading Comprehension. Longman, London

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