Admas Communicative English Skills

Admas University Communicative English Skills
UNIT ONE: CULTURE AND VALUES

Theme
The theme of culture and values is a central concern in everyday society; it is part of the way in
which we define who we are, and our relationships with others. In Ethiopia and elsewhere,
people are naturally proud of their diversified cultural and religious traditions. They also
appreciate cultural and religious traditions of other countries. Here, we attempt to describe
some of the traditions in Ethiopia. We discuss whether or not cultural change is inevitable, and
the ways in which this may be desirable and undesirable.
Part 1 Brainstorming
Task 1: What is culture?
1. Work on the following questions individually. When you finish doing, discuss your answers
with your group.
a. What is culture?
b. What do you understand by cultural values and cultural practices?
c. Write down some cultural features of certain cultural groups you are familiar with.
Compare your answers with your group.
Task 2: Do You Know?
One aspect of culture is the assigning of roles to members of a family. Are there specific roles
given to members of the family in any community you are familiar with? What are they? Write
the roles of the members of the family given below?
Roles
Men: Women:
Girls: Boys:
2. Work Individually
a. In many cultures people prefer male children. Why do you think this is so?
b. What effect does this have on the children?
c. How is male dominance reflected in your experience in Ethiopia? (You could consider
education, social relations, economic activities etc.)
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d. How have cultural norms determined what Ethiopian women can and cannot do?
Now compare your answers with members of your group.
Task 3: Markers for Structuring and Summarizing a Talk
Here are some markers that lecturers use for moving from one section of a talk to another.
Now the next important aspect….. Now, I’d like to talk about………..
Let me give you some examples of this…… Having looked at………..
Let’s move on to talk about…….. Next………….
Here are some markers speakers use for indicating that they are about to summarize what
they have said.
So we have seen that…… In conclusion…..
We’ve seen that…….. In short………
Can you add any other markers to these lists?
Part 2 Vocabulary
Task 4: Using Topic Relationships to Learn New Words
1. The following words and phrases are grouped under Kinship and/or Marriage. Work
individually to group them under the topics given below. Some words may fit into more than
one category. Ask the meanings of words you do not know. Be ready to discuss your answers.
patrilineal exogamous bride divorce

line of descent polygamy half-sister close kin
distant kin kinship spouse inheritance
respectable family monogamous household select a mate
potential father socially acceptable genealogy go-between
despised class marriage arrangement family ties
You can use the following table to write your answer.

Concerned with words
Kinship
Marriage
Both
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Task 5: Words of Greek and Latin Origin

In the talk, the words patrilineal, exogamous, genealogy, and line of descent were used. One way
of learning the meanings of words like these is by studying their origin. For instance, the first word
has a Latin origin while the second has a Greek origin.
The exercise below gives you practice in learning words of Latin and Greek origin used in English.
They are intended for you to do as an assignment. If you do not know the words, use a dictionary to
help you.
1. Many English words are derived from Latin. If you know the Latin origin of the word or part of
the word, it can help you to work out the meaning. e.g.
Fraternity means brotherhood. (Frater means brother)
Paternal means fatherly. (Pater means father)
The words in Column A are derived from Latin-words related to mother. Match the words with
their meanings in column B.
Column A Column B
1. Maternal a. mother is the head of the family
2. Matriarch b. related on the mother‟s side
3. Matricide c. motherhood
4. Maternity d. murder of one‟s mother
Now using this pattern write down other English words and their meanings that come from the
Latin word pater.
2. In Column A there are some words of Latin origin. Match these words from Column B to
make meaningful combinations. These are called collocations.
Column A Column B
1. maternal a. ceremony i. status
2. paternal b. care j. vows
3. matrilineal c. affection
4. marital d. clan
5. maternity e. system
6. fraternal f. organization
7. patriarchal g. ward
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8. matrimonial h. love
3. Other English words are derived partly from Greek. For example, exo- means not related to,
is outside of, and does not belong to. Match the following words to their appropriate
meanings.
1. exodus a. not belonging to the same family line of descent
2. exogamous b. drive out or get rid of evil spirits.
3. exorcise c. going out in great numbers.
4. Mono in Greek means one, Poly means many. Find a word referring to:
1. A belief in one god.
2. Cultivation of one crop. 3. A man having many wives.
4. A man having one wife. 5. A woman having many husbands.
6. A Belief in many gods. 7. A word having several syllables.
8. A school teaching various arts or trades. 9. A person speaking several languages
5. Words ending in -cide refer to killing. These are derived from Latin. For example, patricide
means killing of one’s own father. Can you work out words for the following?
1. Killing of one‟s own brother or sister
2. Killing of a whole group of people
3. Murder or killing of any human being
4. Killing of one‟s baby
5. The crime of killing one‟s father
6. The act of killing yourself deliberately
Part 4 Active and Passive Constructions in Descriptive Writing
Task 6: Using Active and Passive Constructions for Descriptive Writing
1. Remember that the present simple tense third person singular form must end with-s, while
the plural form does not require -s. A common mistake is for students to write sentences like
these. Can you correct them?
a. After two months, the mother come out of confinement.*
b. A husband control the production of food supply.*
c. Every man try to find a mate.*
d. Men divorces their wives very easily.*
e. Something is considered wrong with women who never marries.*
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Task 7 Analyzing How Choosing Active or Passive Affects Meaning in a Text

Read the following short extract from a text about traditional Konso villages in southern
Ethiopia.
Then copy out in two columns, one for active verbs and one for passive verbs, the verb
constructions underlined in the text.
TRADITIONAL DEFENCE AMONG THE KONSO

By Bekalu Molla
(Ethiopian Herald, October 15, 1995)
Konso villages have the following characteristics.
First of all the compounds create an overwhelming impression of mystery for the stranger in
that they are surrounded by massive walls which are about 7-8 feet thick. The walls are made
of carved basalt rocks held together without any mortar or cement. The blocks are well-fitted
and cannot be easily dislodged so that they can survive for an extremely long period of time.
Secondly, the entrance is protected and the doors of the compounds are built with security in
mind so that the inhabitants can easily see and watch out for their foes approaching from the
plains. At night a wooden pole is placed across the entrance to signify that the household has
retired for the night and that guests are unwelcome. Anyone who dares to remove the pole is
presumed to be thief.
Thirdly, the village sites are easily defended and people can only reach them along narrow and
winding paths. The compound walls curve gradually perhaps because this shape makes them
more stable and strong. The various paths because within a village interconnect and only the
villagers know the intricate ways in which the network of paths relate to each other.
1. Look at your two lists of verb constructions and at the text and decide why the author
selected the active or the passive. If you need help in deciding what the author‟s reason might
have been, read the Grammar Summary on the next page.
For the passive verbs, work out from the text who or what the agent suggests a reason for the
author using the passive. Three examples are given below.
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Passive verb Agent Reason for choosing passive

construction
are surrounded by by massive when we have an inanimate cause(e.g. massive

walls walls) we often use the passive
are made by builders it is not important or not known who built them
(are) held by each there is an inanimate cause.
other
For the active verbs identify the subjects and work out from the text the reason for the author
using the active. Three examples are given for you.
Subject Active verb Reason for choosing the active
construction
Compounds create focuses on compound, not villages

Blocks can survive focuses on the blocks, not what they
The household has retired are surviving
time narrative. Cannot be put in the
passive because the people did the
action to themselves
2. Now complete the following sentences to summarize the main distinctions between using the
active and using the passive.
We use the active when we want to focus on the __________ of the action.
We use the passive when:
a. We don‟t know _______did the action or b .It is not ______ who did the action or
b. It is not ________ who did the action or
c. We don‟t want to say ______ did the action or d. There is an _________ cause or agent
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Grammar Summary
Note Example
1. A sentence in the passive has a corresponding .The police never catch some criminals.
sentences in the active voice. The object in the active
sentence becomes the subject in the in the passive sentence. .Some criminals are never taught.
Be careful! Only transitive verbs, those that can be followed by object, can be made
passive.
2. Passive sentences are formed with be + past .Police officers are well trained.
participle. They occur in present, past, and .The suspect was arrested yesterday.
future forms .He will be held in the local jail.
5. Most commonly the direct object of an active .The police arrested the suspect
sentence is the corresponding passive sentence .The suspect was arrested by the police
However, an indirect object is sometimes the . The F.B.I gave Cooper the money
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subject of a passive sentence .Cooper was given the money by the F.B.I
6. We use be + a passive participle after . We should bake the bread soon.
will, be going to, can, must, have to, should, etc. . The bread should be baked soon.
Summary Exercises
We use the passive in both speech and writing, but it is more common in writing. We see it
especially in textbooks and reports. We use it to describe activities in industry, science and
technology, and also for official rules.
Bananas are exported to Europe. The liquid is heated to boiling point.
Payment can be made at any post office. Cars left here will be towed away.
In these situations, it is often not important to say who is doing the action, or it is difficult to
say. The passive is also often used in news reports.
A number of political prisoners have been released.
Talks will be held in London next week. The following exercises consolidate the uses of
passive.
I. Choose the correct verb forms in this news report about a storm.
Millions of pounds' worth of damage has been caused by a storm which (1) swept/was swept across
the north of England last night. The River Ribble (2) burst/was burst its banks after heavy rain.
Many people (3) rescued/were rescued from the floods by fire-fighters, who (4) received/were
received hundreds of calls for help. Wind speeds (5) reached/were reached ninety miles an hour in
some places. Roads (6) blocked/were blocked by fallen trees, and electricity lines (7) brought/were
brought down, leaving thousands of homes without electricity. 'Everything possible (8) is doing/is
being done to get things back to normal,' a spokesman (9) said/was said
II. Form a group of four to six. Using passive constructions, prepare five or more statements about
any famous figure you choose: a political or a religious leader, an author, an explorer, an inventor,
and so on. Students in other group will try to guess who the figure is. Example:
1. In the world today, he is considered one of the greatest religious leaders of all time.
2. He was called „great soul‟ by his followers and admirers
3. In his time, he was revered, for among other things, his efforts in four of the untouchables.
4. He is known today as the father of the non violent movement called passive resistance.
5. He is regarded as the principal force behind the achievement of India‟s independence
Answer: Mahatma Gandhi
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Part 5 Reading
Task 8: Critical Reading
Work individually. You are going to read part of an article about the Pokot people of Kenya.
First read the following questions. Then read the article quickly and answer the questions.
1. What type of publication do you think this article is taken from?
A. A Kenyan current affairs journal
B. An international academic journal for geographers
C. A popular geographical and cultural magazine.
What evidence for your answer is there in the text?
2. What kind of reader do you think the article is meant to be read by? What is the evidence in
the text for your conclusion?
3. Look at the title, the first paragraph and paragraph 5. Which words does the writer use to
express his attitude towards (i.e. his reaction to) what is happening to the Pokot culture?
Report your answer to your group.
THE THREATENED WAYS OF KENYA’S POKOT TRIBE

By Elizabeth L. Meyerhoff
(Taken from National Geographic, Volume 161, January 1982)
1. CROUCHED IN THE CORNER of Siwareg‟s smoky hut, I could sense the importance of what
was going on. Everyone was absorbed in the ceremony of Parpara. Among the Pokot people of
Kenya, this ritual is performed before the birth of a first child. Only the older Pokot men and women
are allowed to be present. Parpara ritually cleanses and purifies the parents-to-be and their extended
families; it attempts to exercise all evil from the unborn child and ensure a healthy baby.
2. Lokor, a tribal elder, knew the complex history of Siwareng‟s family. While the others handed
around a wooden mortar, Lokor sang out phrases, each one reciting a fragment from the past of
Siwareng or his wife. The people chanted in slow, melodic refrain, voices and rocking bodies joined to
will away all badness. Each man, as he passed the bowl, swirled the water and red earth in it with his
fingers, blessing the “words” stirred into the bowl. “We came to eat the black goat, “Lokor intoned
somberly. He was referring to the slaughter of a goat, a ritual performed years before to pardon a
member of Siwareng‟s clan who had accidentally killed another Pokot. The fire burned lower, but the
participants continued singing until dawn.
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3. Next day, what different mood prevailed for the climax of Parpara! Relatives and neighbors
formed a chain of singing dancers, each man holding the waist of the woman in front of him. Old
women welcomed the celebrants, blessing them by smearing milk on their foreheads. Villagers
streamed into Siwareng‟s hut to dance around the expectant couple. Siwareng‟s wife carefully held
between her legs the mortar with the magic mixture. At a signal from Lokor, the bowl was tipped
over and its contents spilled, carrying away all wrong actions with the stirred-in words and
symbolizing easy birth.
4. To the Pokot, carrying out communal blessing can bring healing: witchcraft and sorcery can cause
illness. After death, and for many generations, a person‟s sprit still wields power. A moral bond
continues to link the living and the dead. Since an ancestor, if angered, can harm a live descendant,
elders through their blessings try to appease departed spirits.
5. The Pokot are an exceedingly proud people, colorful in personality, appearance and social
practice. They constitute a subgroup of the Kalenjin, a Nilo-Hamitic linguistic family. Among the
least acculturated tribes of East Africa, the Pokot have traditionally remained aloof from pressures of
modernization and development. But new roads through their lands and social progressive change are
threatening their fragile and cherished culture.
Task 9: Reading for Main Ideas

Answer the following questions individually. Write your answers in your exercise book.
1. How important is the Parpara ceremony for the Pokot people, according to the writer? How do
you know?
2. How successful do you think the Pokot tribe will be in preserving their cherished culture?
Report your answers to the class.
Task 10: Reading for Detail
Write answers to the following questions in your exercise book. Then, discuss your answers in
groups.
1. True or false?
Decide which statements are correct and which are false, according to what the writer says in
the article. Provide evidence for your answers from the text.
1. Parpara ,which removes all evil from the unborn child, is a communal blessing which is
celebrated by children.
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2. Throughout the Parpara ceremony, the mood is somber and respectful.

2. Reading for inference
1. Why was everyone absorbed in the ceremony (paragraph 1)?
2. Why are Siwareng and his wife important to the ceremony?
3. Why are communal blessings given by elders considered important (paragraph 4)?
4. In paragraph 4, what is the moral bond that links the living and the dead?
3. Reading for Reference
1. What doesothers refer to in “the others handed around a wooden mortar” in paragraph 2?
2. In paragraph 3, what two phrases are used to refer to Siwareng and his wife?
3. What is the magic mixture in the mortar mentioned in para 3?
4. In paragraph 3, what does itsin its contents spilled refer to?
4. Vocabulary Focus
Find words or phrases in the above article that close in meaning to the following. Use clues in
the context to help you make your choices.
Feel (paragraph 1) stir (paragraph 2) affected by western ideas (paragraph 5)
Carried out (paragraph 2) high point (paragraph 3) form (paragraph 5) pacify (pa 4
Existed (paragraph 3) flocked or swarmed (par. 3) endanger (paragraph 5)
Part 6 Writing
Task 11: Writing a Descriptive Essay
In this section you are going to write an essay with the following title “Description of a
marriage ceremony I am familiar with.” You may use the guided writing approach below,
or you may prefer to develop your own essay.
A Guided Approach
First Paragraph: state what you want to do in this essay; in other words state the purpose of
your essay. (e.g. “in this essay I would like to describe the marriage ceremony of the X
people.”) Give a very brief and general description of the people using two or three sentences.
(e.g. where they are, how they live, etc.)
Second Paragraph: Describe the activities before the wedding, I.e. what happens before the
wedding. e.g sending elders, what they do, how they do it, what sort of preparations are made
before the wedding day, etc)
Third Paragraph: Describe the activities that take place during the wedding. (e.g arrival of
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bridegroom, the party/feast, the dances, departure, etc.)

Fourth Paragraph: Describe the events that take place after the wedding. (e.g. arrival of bride
and bridegroom at the latter‟s place, what happens next, etc.)
Conclude your essay by referring back to the first paragraph.( e.g.” in this essay I have
described….” Or “In this essay we have seen that….” Or “Perhaps in the future this kind of
marriage ceremony may….”)
Task 12: Debate

Two groups are going to debate for and against one of the following motions related to the
reading passage on culture.
1. Modernization inevitably results in loss-and so less diversity-of culture. Argue for or against.
2. The advantages of introducing modernization to traditional peoples are greater than the
disadvantages. Argue for or against.
3. There is no way of adopting western ideas and value system without losing one’s traditional
values. Argue for or against.
Procedure
1. Out of the 3 motions listed above, choose as a class which motion you will debate on.
2. Choose 8 students as panelists. Four students should agree to argue for the motion and 4 to
argue against.
3. Elect a chairperson to moderate the discussion.
4. As an assignment to be done out of class, both groups then prepare their cases. Each panelist
should take care to prepare his/her argument well and rehearse his/her speech carefully. At the
same time, the other students in the class discuss and prepare their own views and questions to
ask the panelists.
5. The two groups of panelists sit at the front of the class with the chairperson and present their
cases. First the group supporting the motion presents its case. Then, the group opposing the
motion presents its case. Each panelist may speak for a maximum of 5 minutes. The purpose of
the panelists‟ speeches must be to persuade the audience of their case. After this, the rest of the
class can ask the panelists questions.6. A vote can be taken at the end.
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UNIT TWO: TOURISM IN ETHIOPIA

Theme
Tourism can be an important source of wealth of wealth for many countries. It has become the
primary source of income and wealth creation. Ethiopia has a large number of attractions for
tourists, and the potential for tourism development. But before assuming this is always a good
idea, can we learn from the experience of other countries? In this unit, you will compare two
very different approaches to tourism and assess their significance for Ethiopia.
Academic Skills and Practices
Grammar Vocabulary
The present perfect tense. Vocabulary of tourism and economics.
Ways of refuting arguments in debate and in writing. Working out meanings from context.
Listening and Note-taking Speaking

Noticing signposts of cause and effect. Brainstorming
Listening for gist and detail. Discussing experiences and points of view.
Organizing and taking part in a debate.
Stating and supporting propositions.
Refuting other people‟s arguments.
Reading Writing
Responding to a text from own knowledge. Stating and supporting propositions. Refuting
Analyzing the structure of an argumentative text. other people‟s arguments.
Ways of organizing an argumentative essay.
Special Features
Organizing and taking part in debate.
Analyzing and using ways of organizing argument in writing.
Final Writing Task
Write an essay on the title: “The approaches to tourism policy and practice known as „Top-
down tourism‟ and Eco-tourism‟” and make a case for why one or the other is more appropriate
as the basis for tourism policy and practice in Ethiopia.
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Particular Relevance to Your Future Studies

In your major subject studies, you will need to present arguments for and against propositions
that support your arguments and refute opposing arguments with reasons and evidence. The
activities in this unit focus on these skills and practices and provide opportunities for using them
both in debate and in writing.
Task 1: Reading an Argumentative Text
Some of the traditional arguments for promoting tourism emphasized the economic benefits from
what we can call “International Tourism” or “Top-down tourism”. “Top-down tourism”
refers to policy and practice whereby tourists are taken care of through a centrally organized tour
operation either controlled by a foreign tour company or by a government agency.
The article you will read next proposes an alternative view of tourism which we may call
“Responsible Tourism” or “Eco-tourism”. Eco-tourism refers to tourism policy and practice
which aims to behave responsibly towards local people by involving them in the planning
management and benefits from tourism in their areas.
In the same article, you will also read about some of the disadvantages of international tourism
for the social and economic development of countries. We start this section with comprehension
and vocabulary tasks. The following tasks are aimed at helping you discover how writers
develop arguments in a written text they will also help you practice presenting your own and
other people‟s arguments persuasively in your writing.
Task 2: Interpreting the Writer’s Arguments
You are going to read an article about tourism development in Ethiopian. The article has been
slightly adapted from an article by tony hickey which appeared in the “Ethiopian herald” in
1993.
Decide which of the following statements are true and which are false according to what is said
in the text. Discuss your answers in groups. Justify your answers from the text.
1. One of the main purposes of the writer is to warn Ethiopians that tourism could become a
serious obstacle to the country‟s economic and social development as a whole.
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2. The writer argues that foreign-directed tourism already pays substantial attention to local
needs and interests in Ethiopia since some of the profits from foreign tourism are
reinvested in the country.
3. The writer suggests that there is a need for more consultation of local people by tourism
organizations.
4. The writer argues that currently local people do not feel they benefit from tourism and do
not feel it is even in their interests to encourage it.
5. Tourism is already contributing effectively to the economic social and environmental
development of the county. It only needs to grow.
6. The writer argues that mistakes in tourism activities will be corrected in future. This will
be done by free discussion and debate.
TOURISM DEVELOPMENT IN ETHIOPIA –FOR WHOSE BENEFIT?
By Tony Hickey
(Adapted from an article published in the “Ethiopian Herald”, May 17th 1993)
1. Over the last year, there have been a number of articles in the press about tourism
development in Ethiopia, in which Ethiopia‟s many tourist attractions have been
enumerated and the lack of infrastructure and facilities has been decried, but none so far
has really raised the question of what kind of tourism development Ethiopia wants and
needs, a kind which will benefit the country as a whole, rather than only investors in
tourism companies.
2. Tourism is not a “smokeless industry” as some people like to claim, but on the contrary
has wrought great damage in many countries throughout the world, economically,
socially and environmentally.
3. On the economic front, many countries which have encouraged the growth of tourist
industries have profited very little at the end of day. For example, an estimated 80% of
tourism receipts leave Nepal, while the figure for Thailand is 60%. In these countries and
in places like Kenya, there is “high revenue, high leakage”-a lot of money is generated
but does not stay in the country, because tourists come on foreign-owned airlines on
foreign booked tours stay at foreign-owned hotels and eat imported foodstuffs and drinks.
Moreover, foreign directed tourism development distorts the local economy, as investors
rush to create a special infrastructure for visitors, rather than addressing the priorities of
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the indigenous population. In many countries, rather than promoting economic

development, tourist development has often actually impeded it, with the scarce resources
diverted to tourist sector. This creates shortages and distortion in the supply of good and
in the development of the labour market, as tourist developments suck in skilled workers
from other sectors of the economy.
4. Considerable damage to societies has come about through fostering foreign consumption
and behavior patterns and in creating a sanitized and “simplified” culture accessible to
the mass tourist. For example, in many parts of the world local culture and the arts-music
song dance theatre painting and sculpture – have been adapted to conform with visitors
expectations. This is great loss not only for the people whose cultural heritage has been
degraded but for humanity as a whole.
5. Where tourist development is uncontrolled, it has wrought great damage to the
environment, as trees are felled to open roads or provide fire wood to visitors. For
example, Nepal‟s forests are disappearing at the rate of 400,000 hectares, or 3% per year.
Elsewhere, lands have been cleared by farmers to build golf courses, which are
enormously wasteful of often scarce water resources. Here in Ethiopia, there is now a
plan to build a golf course in Addis Ababa. Has a proper survey been made of the impact
this will have on existing water shortages in the capital?
6. Ethiopia has already made a number of mistakes, which can be put down to the lack of
free and informed debate on tourism development. In the past, any kind of debate on any
topic at all was obviously impossible. Now, there is no such excuse all its institutions and
communities throughout the country which will be affected by and which have an interest
in tourism development should participate. Mistakes should now be identified and
corrected.
7. Proper surveys of available resources should be made before any tourism facilities are
developed in an area. In Axum and Gonder, luxury hotels were built (the Yeha and the
Goha) before adequate studies had been made about how they would be provisioned with
water. In Lalibela, the only piped water in the town supplies the two state sector hotels. In
none of the main tourist sites have proper estimates been made of the “carrying
capacity”- how many visitors can come without damage to the sites themselves or the
local environment.
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8. Consultation is really the crux of the matter: people in tourist locations throughout the
country need to be informed and consulted and ways of maximizing local job creation
and income generation from tourism should be explored with them. Rather than having
an industry in which the receipts all flow back to the center, tourism should be structured
in such a way that regions and local communities benefit. Tour operators should not
simply turn up with a group in the Simen Mountains, for example, without informing
both the regional and local authorities. How they will be fed? (Will food be bought
locally? What means will be used to generate power for cooking? (Will fire wood or
charcoal be used adding to the chronic deforestation that is already taking place?) Such
issues are far too important to be left to private companies to debate and resolve on their
own: if local communities are consulted about tourism planning, and have a voice in
defining the form of tourism that will benefit them in terms of employment and local
production of foodstuffs and crafts those communities will then work to ensure a
sustainable form of tourism and a more welcoming atmosphere for visitors.
9. As far as improving the management of hotel operations is concerned, there is a good
argument for handing over the state sector hotels to the regions. Now, for example, food
is often flown from Addis Ababa to the Tana hotel in Bahir Dar, a place where anything
at all could be grown and cultivated. If it were in local control means would be sought to
supply to supply the hotel locally.
10. The questions tourism planners must constantly ask themselves is “is this development in
the interests of local communities?” It is a question that realistically one cannot expect
multinational corporations to ask. What concerns them and their share holders is “how
much money are we going to make and how fast?” However, tour operators in Ethiopia
should however agree on a code of conduct to ensure that the national interest is put first.
Firstly, tour operators should conduct to ensure that the national interest is put first.
Firstly, tour operators should commit themselves to the principle of consultation and the
provision of feedback, to national, regional and local authorities and communities, and to
institutions like the Orthodox Church and the Islamic Council, Chambers of Commerce
and other associations. Secondly, tour operators should think in terms of development in
the national, regional and local interest. They should start with a commitment to use the
national carrier, Ethiopian Airlines. The use of foreign airtimes is one of the main ways
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“leakage”-the loss to the host country of tourism receipts-occurs. At a local level, rather
than carry food with them, tour operators who take visitors by road to sites of historic
interest or natural beauty should explore how food could be bought locally. Fourthly,
visitors should have the opportunity to really experience Ethiopian cultures and to meet
with people in the areas visited. This can only happen if channels for communications are
opened. Finally, in Ethiopia, home to very rich and varied culture tourism should support
local artists and musicians, down to the village level, tourism organization should be
involved in discussions about how this can happen.
Task 5: Working out Word Meanings from the Context
A. In the following task, (a) work out the meaning of the words in bold and (b) state the
contextual clues which help you to work out the meaning. Write your answers in your
exercise book.
1. “Tourism is ‘smokeless industry’ as some people like to claim but on the contrary, has
wrought great damage in many countries throughout the world.” (paragraph 2)
A. Easy to manage C. Difficult to run
B. Causing no damage D. Cheap
2. In Nepal and Thailand “and in place like Kenya, there is ‘high revenue, high leakage’- a
lot of money is generated, but does not stay in the country”. (Paragraph 3)
A. Wastage C. Drain
B. Opening D. Profit
3. “Considerable damage to societies has come about through fostering foreign
consumption and behavior patterns and in creating a sanitized and simplified culture
accessible to the mass tourist.” (Paragraph 4)
A. Helping to grow C. Adopting
B. Modifying and improving D. Feeding
4. “In many countries of the world local culture and the arts… have been adapted to
conform with visitors expectations.”(Paragraph 4)
A. Reform C. Change
B. Obey D. Suit
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5. “People in tourist location … need to be informed and consulted and ways of

maximizing local job creation and income generation from tourism should be explored with
them.” (Paragraph 8)
A. Extending C. Making the largest possible increase
B. Increasing D. Guaranteeing
6. “Tour operators in Ethiopia should … agree on a code of conduct to ensure that the
national interest is put first.” (Paragraph 10)
A. a set of cultural beliefs and practice
B. a set of rules or lows passed by the government
C. a form of behavior everyone must obey
D. a pattern of behavior accepted by people concerned
B. In pairs, discuss and work out the meanings of the words in bold in the following sentences.
1. “there have been a number of articles in the press … in which Ethiopia „s many tourist
attractions have been enumerated and the lack of infrastructure has been decried but none
so far has really raised the question of what kind of tourism development Ethiopia wants
and need.” (Paragraph 1)
2. “foreign-directed tourism development distorts the local economy as investors rush to
create a special infrastructure for visitors rather than addressing the priorities of the
indigenous population.” (Paragraph 3)
3. “In many countries, rather than promoting economic development, (foreign-directed)
tourist development has often actually impeded it.” (Paragraph 3)
4. “In Axum and Gondar, luxury hotels were built … before adequate studies had been
made about how they would be provisioned with water.” (Paragraph 7)
5. “In none of the main tourist sites have proper estimates been made of the carrying
capacity – how many visitors can come without damage to the sites themselves or the
local environment.” (Paragraph 7)
6. “Consultation is really the crux of the matter: people in tourist locations throughout the
country need to be informed and consulted.” (Paragraph 8)
7. “those communities will then work to ensure a sustainable form of tourism and a more
welcoming atmosphere for visitors.” (Paragraph 8)
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8. “Ethiopia has already made a number of mistakes which can be put down to the lack of
free and informed debate on tourism development.” (Paragraph 6)
Remember to add any new words from this unit to your vocabulary note book.
Analyzing how the Writer Develops his Argument
The following chart shows in a simplified way the organizational pattern which Tony Hickey has
used to present his arguments against the traditional practices of tourism development in
Ethiopia. In making his case, he has not only presented his propositions but he has also supported
them with reasons and evidence. Furthermore, his arguments build up logically and coherently
from his introduction, through the main text, to his conclusion.
Introduction: the writer identifies a problem that no-one

has discussed before and explains that his article is
necessary. (Paragraphs 1-2)
The writer presents his main arguments against top-down or

international tourism giving reasons and supporting
evidence. (Paragraphs 3-5)
The writer makes a number of recommendations for

changing tourism policy and practice. (Paragraphs 6-10)
Of course, the number of paragraphs refers only to this particular text. Another text could
dedicate a very different number of paragraphs to each of the three sections, while retaining the
same overall pattern.
Task 6: Identifying Whole Text and Paragraph Structure
Reread the article and identify the proposition-reason-evidence relationships throughout the
text. Write them in note form in your exercise book using the note framework shown below.
Some examples have been given for you.
Compare your Notes with a Partner’s and improve them.
These notes will enable you to understand how argumentative writing works and will help you
learn how to develop your own arguments. They will therefore be useful when you come to write
your essay.
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Tourism Development in Ethiopia-For Whose Benefit?

A. Introduction:------------------------------------------------------------------------------------------
:-----------------------------------------------------------------------------------------
B. Economic Problems
Proposition 1: Tourism has brought little profit to many countries.
Evidence: 80% of Nepal‟s and 60 % of Thailand‟s receipts are lost; high revenue
in Kenya, but high leakage.
Reason: Tourism organizations bring tourists to Ethiopia using foreign-owned
airlines and hotels, foreign-booked tours, imported food and drinks.
Proposition 2: ---------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------
Reason: ----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
Evidence: ---------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------
C. Socio-cultural Problems:
Proposition: --------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------
Reason: --------------------------------------------------------------------------------------
---------------------------------------------------------------------------------
Evidence: ---------------------------------------------------------------------------------------
------------------------------------------------------------------------------------
D. Environmental Problem:
Proposition: ---------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------
Reason: --------------------------------------------------------------------------------------
---------------------------------------------------------------------------------
Evidence: ---------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------
E. Main Recommendations:
I. --------------------------------------------------------------------------------------------------
II. -------------------------------------------------------------------------------------------------
III. -------------------------------------------------------------------------------------------------
IV. -------------------------------------------------------------------------------------------------
Part 4: Using Grammar

1. The Present Perfect Tense
The purpose of this section is to revise the main uses of the present perfect tense active and
passive. The Present Perfect tense is used to refer to a state of continuity from the past up to the
present time. For example:
Tourism development has wrought great damage to the environment.
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Interactional peace and harmony have been encouraged by tourism.

It is also used to refer to events leading up to the present time for example:
The government has revealed plans to make substantial changes in the legislation
governing tourism practices.
The main difference between the present perfect and the past simple is that the past simple is that
the present perfect refers to events or states which started in past time but which still have an
effect on the present whereas the past simple refers to a definite time and a completed event in
the past.
Task 7: Using the Grammar
Read the following text and write it out filling in the missing words with either the Present
Perfect or Past Simple active or passive form of the verb in brackets. Then, discuss your
choices with a partner. Try to explain why you have chosen each form
For a long time, it --------- (accept) that the only sensible approach to tourism
development --------- (be) through what we now call top-down or international tourism
and it is true that this approach --------- (bring) some economic benefits to many
developing countries. Tourists --------- (spend) large amounts of foreign currency in
tourist locations. New roads --------- (construct), hotels --------- (build), airports ---------
(improve) and businesses --------- (open). Furthermore, international tourism ---------
(increase) opportunities for tourists to meet people in the countries they are visiting and
in the way it --------- (encourage) international peace and cooperation.
However, protests against international tourism --------- (become) louder in the 1980s as
the insensitive nature of top-down tourism gradually --------- (become) more apparent. It
is now accepted that top-down tourism --------- (inflict) great damage on many countries
economically, socially and environmentally. Many countries which --------- (encourage)
the growth of tourism --------- (profit) very little up to now. Tourism development--------
(often impede) genuine economic development. Cultures and the arts --------- (often
force) to conform to visitors‟ expectations and cultural heritage --------- (degrade). In
many countries, tourism development --------- (cause) great damage to the environment.
Refuting Other People’s Arguments and Contributing your own

The last three tasks in this unit require you to present arguments for and against propositions, to
support your own arguments and to refute opposing arguments with reasons and evidence, in
debate and in writing. To prepare you for these tasks, we look at some ways of refuting an
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argument appropriate to spoken debate and some which are more appropriate to writing. Look at
these examples:
Written Argument:
Some people argue that the traditional cultures of Ethiopia should not be interfered
with in any way. However I would like to argue that …..
Spoken Debate:
Some tourists believe they can dress and behave in whatever way they want but
surely this is wrong because……
Task 8: Grammar Awareness

Below are some ways in which you can refute arguments and contribute your own in debate and
in writing. Which ones would you use in spoken argument? Which ones would you use in an
essay? Which ones could you use in either? Why?
Many people argue/believe/ contend that…..
But I am not sure I agree with them …..
But surely this is wrong because …..
But if we consider …..
But I thought the issue was …..
But as far as I understand it …..
But I would have thought that …..
But my own view is that …..
However, this contradicts …..
However, this would seem to contradict …..
However, it is important to point out that …..
However, according to …..
However, I want to address the issue of …..
However, I would like to argue that …..
However, I want to argue that …..
This is unacceptable because …..
This does not address the issue of …..
This ignores the evidence /question/ issue of …..
This disregards the argument /claim/ suggestion/ assertion …..
That‟s wrong!
Doesn‟t this contradict …..?
Notice the importance of being somewhat tentative in your assertions. You may feel that on
some issues you can honestly assert yourself as an authority. But on many issues as a student you
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are not in a position to be called an authority. Therefore it is appropriate to be tentative in haw

present your arguments.
Below are some contentious statements for you to respond to how would you respond to each
one in spoken debate? How would you respond to each one in written argument?
1. Some people argue that tourists should only at government or foreign-owned hotels.
2. Some people contend that in order for Ethiopia to achieve rapid economic development
the expansion of the tourism industry should be give top priority.
3. Many people believe that government should control all tourism development in
Ethiopia.
4. Some foreigners complain that it is unfair for them to be expected to pay higher prices
than Ethiopians for the same hotel accommodation, the same plane tickets, and so on.
5. Some people believe that the government should follow the movements of tourists
carefully, in case they are involved in spying.
Part 5: Writing
Task 11: Writing an Argument in a Paragraph
One way of presenting an argument in a paragraph is as follows. First of all identify your own
position on a certain issue. Then:
State the opposing point of view

State your opponent‟s justification for this point of view
Criticize this opposing point of view
Present your own /an alternative point of view
Support your point of view with reasons/ evidence
Notice that in this approach to developing an argument you start by presenting the point of view
you wish to criticize with its supporting evidence you criticize this view after you have criticized
it you present your own point of view with supporting evidence or reasons. It is important to
support a proposition otherwise it can easily be criticized refuted or disbelieved study the
following example carefully:
Some people argue that foreign tourists should be encouraged to use local
transport to visit tourist sites. They argue that local transport is cheap and that it
is the best way for tourist to experience local culture. However, my own view is
that this is inadvisable for several reasons. Firstly since tourists are unlikely to
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speak the local language they will not be able to communicate with other
passengers. Another problem is that they may be a target for thieves. In addition,
local buses are often crowded and uncomfortable. They are also inconvenient
because they run irregularly they are slow and they sometimes break down. I
would argue tourists should use a four wheel drive vehicle hired from a tour
company in order to visit tourist sites. This would allow them to travel in reliable
transport accompanied by a drive who would also act as a guide and interpreter.
Thus they would be able to visit any tourist site safely comfortably and as a guide
and interpreter. Thus they would be able to visit any tourist site safely
comfortably and without problems of communication.
You are now going to write a paragraph using this way of presenting an argument. First of all, in
groups, list convincing reasons and /or evidence in support of the proposition
“Tourists should as possible be encouraged to use local transport to visit tourist
sites.”
First write your ideas in note form. Now develop your paragraph you could begin like this:
Some people argue that foreign tourists who are visiting tourist locations should
be discouraged from using local transport. They believe that ….. However l
would like to argue that….
Writing an Argument: Two Possible Essay Structures

You are going to write an essay on the following title:
“Describe the approaches to tourism policy and practice known as „Top-down
tourism‟ and “Eco-tourism‟, and make a case for why one or the other is more
appropriate as the basis for tourism policy and practice in Ethiopia.”
There are two basic ways you could organize your essay. In each case, your decision about
which arguments you present first and second will depend on what position you take-either for
international tourism or for eco-tourism. As we have seen, writers usually put the argument they
disagree with first. Below is an example of how each essay structure might be developed.
A B
Introduction: A very brief overview of Introduction: A very brief overview of the

the essay essay
Top-down tourism: Effects on local people:

Effects on local people: Top-down tourism:
Effects on local and national economy Eco- tourism:
Effect on environment
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Eco- tourism: Effects on local and national economy

Top-down tourism: Top-down tourism
Effects on local people: Eco- tourism:
Effects on local and national economy
Top-down tourism
Eco- tourism:
Conclusion:
Conclusion
Giving a final position resulting from the
Giving a final position resulting from the
above Above
On the next 2 pages, you will find some example paragraphs illustrating these approaches to
writing your essay
An Example Paragraph from Essay Structure A
Here is how you could organize your arguments in a paragraph about the advantage and
disadvantages of top-down tourism using essay assay structure A.
Top-down tourism:
Effects on local people:
Effects on local and national economy
Notice how the writer starts by describing the point of view he intends to criticize he presents
some apparently positive effects of top-down tourism on the economy on employment and on the
economy on employment and on the environment. He then presents his own point of view
refuting the value of this kind of tourism by stating its negative effects on the economy and on
local people and on the environment.
Can you locate the sentences in the text where he does these things?
Many people contend that top-down tourism is a potential major foreign

exchange earner for Ethiopia. It stimulates the building and equipping of high
quality hotels in the major tourist resorts of the country. In addition, travel
facilities are also upgraded to meet the expectations of international tourists while
other goods and services are encouraged to grow. The overall effect is to provide
employment for a certain number of Ethiopians. Furthermore, a small percentage
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of the revenue from international tourism is put into conservation of national

parks and historic sites. However, I would argue that these positive effects do
not take account of the need to involve and create benefits for the local
community. When viewed from the point of view of the local community, top-
down tourism has a number of negative effects. New high-class hotels usually put
heavy pressure on scarce resources such as water and electricity in a tourist
location. Where air is the main method of travel, little attempt is made to improve
local roads. The staffs running these centrally-controlled hotels and other tour
facilities are mainly recruited centrally, ignoring local expertise. Furthermore,
some of Ethiopia‟s tourist attractions such as Lalibela and Simen National Park
are very small and are not equipped to handle large numbers of tourists. As a
result, the buildings in Lalibela and the natural environment of Simen are being
steadily damaged as more and more tourists visit them.
An Example of a Paragraph using Structure B.

Secondly, here is how you could organize your argument if you were writing a paragraph comparing the
effects of top-down tourism and eco-tourism on local people using essay structure B.
Effects on local people

Top-down tourism:
Eco- tourism:
In this case, the author starts by examining the arguments of those who believe top down
tourism can provide benefits for local people. He then counters and refutes these arguments
and shows how tourism must be more responsive to local community needs and wishes.
Can you locate the sentences in the text where he does these things?
Tourism in any form is going to impacts on local people. Those who support
top-down tourism argue that international tourists expect high standards in hotel
accommodation transport and guide services. They contend that these standards
can be best achieved by foreign directed tour operators or by a national
government agency. They believe that government must provide the
management and funding to ensure these standards. They do not believe that
local communities have the skills or financial capacity to build modern hotels,
equip them and run them effectively. However, these arguments do not address
the question of how the local community should benefit from a tourist operation.
I would like to argue that local people can provide the facilities to satisfy the
expectations of international tourists, provided they are helped in developing
manpower to build and run tourist facilities and are given financial support to do
this. Furthermore, without local participation, tourism will not be acceptable or
beneficial to local communities. One very successful program for involving local
people in tourism and wildlife is operated in Zimbabwe. There the local
communities have complete control over access to the wildlife in their areas and
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any benefits from tourism and from hunting of wild animals bring direct benefits
to the people.
Task 12: Writing Your Essay

Now choose one of the two essay patterns described above for writing your essay. Many students
may find A to be easier but some students may like to try structure B.
SUGESTED PROCEDURE:
1. Take a position. Work out where you stand on this issue. What would your opponents say?
What arguments do you want to use? Write down the main points you want to include in note
form.
2. Try to arrange them in a more logical order. Group your points so that each group has a more
or less unifying idea.
3. Organize your points in such a way that they fit the pattern you have chosen.
Present the opposing argument first.
Then respond to these by presenting the argument you agree with.
Support this with reasons and evidence.
4. Discuss your plan with a friend read your partner‟s plan
Is the order of points effective?
Will each group of points form a well-formed paragraph?
Is the order of groups of points suitable?
Can you use any of your friend‟s ideas in your own plan?
5. Consider your friend‟s comments on your essay plan. Try to improve your plan.
6. Write your first draft. It may be helpful to leave your introduction to last
7. Exchange it with a friend comment on it. Work together to discuss the strengths and
weaknesses of your essays.
What is the writer‟s main point? Is this clearly expressed?
Are there places where you need to
Make ideas clearer?
Remove unnecessary information?
Change the order of ideas in a paragraph?
Change the sequence of your paragraphs?
Join some short sentences?
Separate some long sentences?
Correct the grammar?
Use different word?
8. Rewrite your draft after carefully considering your friend‟s comments.
9. Check the accuracy of your work before you hand it in!
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UNIT THREE: HEALTH

Theme
The purpose of this unit is to give some highlight about diabetes, which is a deadly disease, and
some other diseases. Nowadays, millions of people, youngsters and elderly, all over the world
are suffering from diabetes. So, to be aware on how to prevent and treat this disease, it is
desirable to consider it.
Academic Skills and Practices
Grammar Vocabulary
Relative clauses and the priority information in Working out word meanings from context.
a sentence.
The grammar of giving warnings and advice.
Listening and Note-taking Speaking

Listening for the gist. Public speaking: preparing for and making a
Listening for details. short talk.
Note-taking using a frame work.
Reading Writing
Critical reading. Writing an explanatory writing.
Reading for main ideas.
Reading for detail.
Working out meaning from context.
Understanding reference.
Special Features
Relative clauses
Listening for the gist and details
Final Writing Task

Write an essay entitled: “The deadly disease I know well.”
Particular relevance to your future studies

Gaining confidence in discussing issues in English, developing thinking about them, and
speaking publicly.
Page 29
Part 1: Brainstorming
Task 1: Contributing your own beliefs and knowledge about health problem
1. Work individually. Write your answers in your notebook.
a. What is health problem? How can people become vulnerable to different diseases?
b. What are the common diseases that affect people in the world? What about in Ethiopia? List
them down in your notebook.
c. What is dry eye problem? Can you explain it?
d. Do you think that dry eye problem is a problem of people in Ethiopia? Why?
e. Do you think that dysentery is a serious health problem in the world? How about in your
community?
Now discuss your answers with your group members.
2. As a group, report your opinions and views to your class.
Part 2: Listening and Note-taking
Task 2: Listening for Main Idea
You are going to listen to one kind of disease we discussed in the brainstorming section-dry eye.
When you are listening to a talk, you are usually only expected to recall the general idea or the
main ideas, perhaps because you may want to discuss the ideas later with a friend. When we
listen for the main ideas, the main theme of a talk, we say we are listening for the gist. You are
going to listen for main ideas or gist of the talk now.
1. The following five points describe the five sections of the talk. As you listen, put the sections
in the same order as they occur in the talk, by numbering them 1-5.
a. gives information about the causes of dry eye.
b. explains about the medication the sufferer has to make if s/he catches dry eye problem.
c. describes what dry eye is all about.
d. tells us about the components in which eye may depend on for maintaining its normal vision
and comfort.
e. provides some of the symptoms of dry eye.
2. Now compare your answer with your group members.
Task 3 Note-taking from Listening

1. Listen to the talk again, but this time you are expected to write down important points about
dry eye.
First copy the following framework into your exercise book, leaving plenty of space for writing
your answer in each box. Then as you listen complete the note framework in your exercise book.
Chemical Causes of dry eye Symptoms of dry eye Remedy for dry eye
compositions of eyes
Page 30
2. Now compare your notes with a partner‟s. Improve your own notes if there are any problems.
3. Listen to the other type of disease that the speaker likes to tell you. It is about dysentery. As
you listen try to write down the main points mentioned in the talk. But first copy the framework
below into your notebook to help you organize your notes easily.
Characteristic features Symptoms of Causes of dysentery Remedies of

of dysentery dysentery dysentery
Part 3: Grammar: Relative Clauses

Task 4: Grammar Awareness
Study the following examples of relative clauses taken from the listening texts.
Eye components are secreted by special glands which are located around the eye.
A person who is the victim of dry eye can have some symptoms.
Dysentery symptoms which are usually observed include runny diarrhea which might contain
blood, mucus, and pus.
People who are vulnerable to dehydration are the elderly and the very young.
Dysentery, which is a general term for a group of gastrointestinal disorders, is characterized by
inflammation of the intestines, particularly the colon.
Use the examples above to answer the following questions.

1. What two pieces of information are given about the first noun in each sentence? (The first
noun is the one before the relative clause in italics.)
2. Does the information in each relative clause help to define or give essential information
about the noun, or does it simply give extra information about it?
3. In which sentences can you take out the relative clause and still make sense?
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4. What are defining and non-defining relative clauses?

Defining clauses give essential information in order to identify what/who you are talking
about. Non-defining clauses give extra information, non-essential for identifying what you are
talking about. Another way of describing this is to say that the writers use relative clauses to
show the priority given to different pieces of information in a sentence. In each of the following
sentences, which information has the writer made the essential focus or priority of the
sentence?
Dysentery, which is a general term for a group of gastrointestinal disorders, is characterized by
inflammation of the intestines, particularly the colon.
Eye components are secreted by special glands which are located around the eye.
A person who is the victim of dry eye can have some symptoms
5. What rule for the use can you make up about how commas are used in a relative clause to
indicate the priority of information in a sentence?
Grammar Summary
Non-defining Relative Clauses
1. You have noticed that we use commas when we are giving two separate pieces of information
about one noun. Relative clauses that are separated off by commas are called non-defining,
because they do not restrict or define the subject. We can separate the main clause from the
relative clause and the grammar of the sentence would still become correct. e.g.
Addis Ababa, which is the capital city of Ethiopia, has a population of nearly four million
people.
Addis Ababa has a population of nearly four million people.
Addis Ababa is the capital city of Ethiopia.
2. In non-defining relative clauses we use who or whom for people and which for things.
Asmalu Malom, who suffers from common cold, lives in a shanty house.
(relative pronoun as subject)
Tuberculosis, which is a deadly disease, can be prevented if people follow what physicians
advise.
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Hadis Alemayehu, who/whom we remember for his famous novel FIKIR ESKE MEKABIR,
died at the age of ninety.
(relative pronoun as object)
Adela, to whom the journalist spoke, was our ex-president.
Defining Relative Clauses
1. A defining or restrictive clause contains important information about a person, thing etc.
which is inseparable from the subject. i.e. you cannot take out the information in the relative
clause and still make sense. This means that priority is given to the information in the relative
clause as well as the information in the main clause. No comma is used when relative clause
helps us define or restrict the noun.
2. In a defining clause we use who or whom for people and which for things, while that can be
used for people or things. Who, which and that may be the subject, the object or the object after
a preposition.
Anyone who/that catches TB can be cured from the disease if s/he takes the medicine properly.
Magazines which/that are published twice a year are said to be biannual magazines.
*The man who/whom/that (----) you talk to is my father.
(relative pronoun as object)
The man to whom you talk is my father.
(relative pronoun as object of preposition)
*Note: we can omit who, whom, which, or that when they are the objects in a relative clause.

Can you spot where the mistake occurs in the following sentences? Correct them. First work
individually. Then compare your answers with a partner.
a. Gondar, which it is next to Bahir Dar, is a historical town.
b. The man whom you met him at home suffers from asthma.
c. The doctor operates on the patient is a specialist.
d. Students who study hard, they are likely to score good grades.
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Part 4: Speaking
Task 6: Public Speaking
Based on the note you prepared in the listening activity, present a short speech to the
class. You can use any problems of health related to the different body parts such as the
lung, stomach, and nervous system. In your speech you need to include the following points:
 to raise awareness of the dangers of the disease
 to raise awareness of people on how they can prevent the disease
 to help people change their attitude toward the victims of the disease
Procedure
1. The class will work in groups. Each group is assigned to work on various topics of its own
interest. The group then selects one student as their speaker. He/she will, in the next lesson,
speak about what the group can do to raise awareness and change attitudes and behavior
concerning the disease and its sufferers.
2. Every student must prepare argument and evidence carefully.
3. In class, the groups share their ideas. The speaker makes notes that he/she will use in the talk.
The notes could be organized in various ways. One way might be:
Main point of talk
Problem
Solution 1
Advantage
Solution 2
Advantage
Final comment
Another way of organizing the notes would be:
Main point of talk:
Problem Solution
Advantage
Problem
Solution
Advantage
Final comment
Page 34
The framework above should be filled in with key words, not sentences. The most interesting or
strongest argument or solution should be kept for the last point.
4. The speaker should rehearse his/her talk orally with the help of the host of the group and be
ready when called, upon to speak in front of the class..
5. Each group‟s representative presents his her talk for a maximum of 5 minutes. A group
speaker may not read from a prepared script. He or she may only refer to very brief notes. During
the talk, those who are listening should take notes, including questions they would like to ask at
the end of the talk.
6. After every student has spoken, the rest of the class can ask the speakers questions and make
comments.
7. You will need your notes on the talks for the writing task at the end of this unit.
Some Advice for Speakers

1. Organise your points very carefully and limit yourself to what is relevant to your topic.
Remember you have only 5 minutes! Rehearse beforehand.
2. When you are speaking, do not try to read directly from your notes, Refer to them only when
you have to. Try to maintain eye contact with your audience as much as possible.
3. Aim to maintain the audience‟s interest in your talk throughout. Vary your voice throughout
(high pitch, low pitch, loud or soft volume, etc). Be as confident as you can. Smile!
Part 5: Reading
Task 7: Brainstorming
1. Before you read the text below, answer the following questions. When you finish working on
the questions, read the text carefully.
a. What do you know about diabetes?
b. Do you know anyone who is affected by diabetes?
c. What symptoms do you observe?
2. Now discuss your answers with your group members
Page 35
Diabetes: A New Epidemic

By: Paul Insel and Walton Roth
From: 'Core Concepts in Health'
1 Metabolic disorders are caused by the body's inability to control certain chemical processes that
regulate tissue growth and repair. Perhaps the most well known metabolic disorder is diabetes, a
disease that can cause serious damage to body. Diabetes kills more people each year than AIDS
and breast cancer combined. Every year, one million cases are diagnosed. There are currently 17
million Americans who are diabetic. Diabetes is deadly, but in most cases, it can be prevented.
2 If not properly monitored and managed, diabetes can cause cataracts, glaucoma, and even
blindness. It can cause dental caries (tooth decay), cardiovascular disease, heart attacks, kidney
disease, gangrene of the extremities, and impotence. Diabetes can also cause stillbirths,
miscarriages, neonatal deaths, and birth defects. If diabetes is not managed properly, it can lead
to premature death.
3 As the selection below explains, there are two types of diabetes, Type-l (insulin-dependent)
and Type-2 (non-insulin dependent). Insulin is a pancreatic hormone that the body must have in
order to metabolize glucose effectively. Symptoms of Type-l diabetes, which usually develop
quickly, include extreme hunger and thirst, frequent urination, extreme weight loss, irritability,
weakness and fatigue, and nausea and vomiting. In addition to any of the Type-l symptoms, type
2 two symptoms include blurred vision or a change in eye sight, itchy skin, and tingling or
numbness in the arms or legs. If these symptoms are occurred in you, it is important that you tell
your doctor.
4 In the United States, obesity has reached epidemic proportions: 65% of the population is now
obese. One of the most alarming side effect is the growing incidence of Type-2 (late-onset)
diabetes in children, something unheard of a decade ago. This trend can be reversed, however, as
the selection below suggests. The selection also tells more about the types of diabetes, treatment,
prevention, warning signs, and testing for this potentially damaging disorder.
5 Approximately, 18 million Americans-nearly 7% of the population - have one of the two major
forms of diabetes. Five to ten percent of people with diabetes have the more serious form, known
Page 36
as Type-l diabetes. In this type of diabetes, the pancreases produces little or no insulin, so daily
doses of insulin are required (without insulin, a person with type -1 can laps into a coma).Type -
1 diabetes usually strikes before age 30, most often in childhood.
6 Ninety percent of Americans with diabetes have Type-2 diabetes. This condition can develop
slowly, and about half of affected individuals are unaware of their condition. In type – 2,
diabetes, the pancreas doesn't produce enough insulin, cells are resistant to insulin, or both. This
condition is usually diagnosed in people over age 40, although it is becoming more common at
earlier ages. About one-third of people with Type-2 diabetes must take insulin; others may take
medications that increase insulin production or stimulates cells to take up glucose. A third type
of diabetes occurs in 2-3 percent of women during pregnancy. So-called gestational diabetes
usually disappears after pregnancy, but more than half of women who experience it eventually
develop type-2 diabetes.
7 The major factors involved in the development of diabetes are age, and lifestyle. Excess body
fat reduces cell sensitivity to insulin, and it is a major risk factor for type-2 diabetes. Ethnic
background also plays a role. Thirteen percent of African-Americans have diabetes, and African-
Americans and people of Hispanic background are 55 percent more likely than non-Hispanic
whites to develop type-2 diabetes. Over 20 percent of Hispanics over age 65 have diabetes.
Native Americans also have a higher than average incidence of diabetes.
8 There is no cure for diabetes, but it can be successfully managed. Treatment involves keeping
bloods sugar levels within safe limits through diet, exercise, and if necessary, medication. Blood
sugar levels can be monitored using a home test. Nearly 90 percent of people with type-2
diabetes are overweight when diagnosed, and an important step in treatment is to lose weight.
Even a small amount of weight loss can be beneficial. People with diabetes should eat regular
meals with an emphasis on complex carbohydrates and ample dietary fiber. Regular exercise and
a healthy diet are often sufficient to control type-2 diabetes.
9 Exercise can help prevent the development of type-2 diabetes, a benefit especially important in
individuals with one or more risk factors for the disease. Exercise makes cells more sensitive to
insulin and helps stabilize blood glucose levels. Exercise also helps keep body fat at healthy
Page 37
levels. Eating a healthy diet to help control body fat is perhaps the most important dietary
recommendation for the prevention of diabetes. However, there is some evidence that the
composition of the diet may also be important. In a long-term study of over 65,000 nurses, a diet
low in fiber and high in sugar and refined carbohydrates was found to increase risk for type-2
diabetes. The foods most closely linked to higher diabetes risk were regular (non-diet) cola
beverages, white bread, white rice, French fries, and potatoes; consumption of cereal fibers such
as those found in cold breakfast cereals was associated with lower risk.
10 A wellness lifestyle that includes a healthy diet and regular exercise is the best strategy for
preventing diabetes. If you do develop diabetes, the best way to avoid complications is to
recognize the symptoms and get early diagnosis and treatment. Type 2 diabetes is often
asymptomatic in the early stages, and routine screening is recommended or people over45 and
anyone younger who is at risk, including anyone who is obese. If you are concerned about your
risk for diabetes, talk with your physician about being tested.
Task 8: Reading for Details
I. Choose the correct answer based on the reading text.
1. The number of Americans who have one of the two major forms of diabetes is___
A) 65% B) 17 million C) 18 million D) 7 percent E) C and D
2. In Type-l diabetes
A) The condition develops slowly B) the cells are resistant to insulin
C) Insulin doses must be taken daily D) the disorder typically appears in people over age 40
3. The form of diabetes that many individuals are unaware they have is _____
A) type-l diabetes B) type-2 diabetes C) gestational diabetes D) A& B
4. Which of the following is not a factor in the development of diabetes?
A) A family history of diabetes B) obesity C) ethnic background D) gender
5. For all diabetics, proper treatment and management of the disorder must include
A) An appropriate diet and regular exercise B) weight loss and medication
C) Medication all of the above
6. A person is more likely to develop type-2 diabetes if his or her diet contains too great amount
of _____________________________.
A) Dietary fiber B) complex carbohydrates c) cereal fiber non diet colas, French fries and
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potatoes
7. The best way to prevent diabetes is
A) Regular exercise B) monitoring blood sugar and glucose levels
C) Increasing cell sensitivity D) taking insulin daily
8. In the early stages of type-2 diabetes
A) Appears in children B) is linked with pregnant
C) Has no Symptoms D) can be cured with insulin
9. From which ethnic group is a person likely to develop type-2 diabetes?
A) African-American B) Hispanic
C) Non-Hispanic white D) Native Americans E) A and B
10. Screening for type 2 diabetes is recommended for anyone who is
A) Obese B) over age 45 C) younger than 45, but who has high risk factor
D) all of the above
11. The author include information about a long term study of more than 65,000 nurses
A) to support the idea that a high -fiber ,high sugar refined carbohydrate diet contributes
to the development oftype-2 diabetes
B) to prove that white foods cause diabetes
C) to provide evidence that the composition of a person's diet can be important in
preventing diabetes
D) to show that even many nurses do not have healthy eating habits
II. Using the information on risk factors in paragraph -7, write a profile of the type of person
who would have the highest probability of developing type-2 diabetes?
III. What are the long-term implications of a growing percentage of the population developing
diabetes in our country? List the possible negative consequences that are likely to result.
IV. Complete the following table using the above reading text. In column one, the main features
of each disease are listed. Read the whole passage again and take a note of the specific natures of
type-1 and type-2 diabetes to complete column -2 and column-3 of this table. Work with your
group members.
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Key features of the

Type-l diabetes Type-2 diabetes
disease
Requires daily doses of insulin
Develops quickly or slowly
Point in which the disorder usually

appears
Best techniques for managing and/or

preventing
Task 9: Reading for Main Idea

1. Which of the following best expresses the main idea of paragraph 4?
A) There are several factors involved in the development of diabetes
B) excess body fat is a major risk factor for type-2 diabetes
C) Ethnic background also plays a role
D) some ethnic groups have a higher incidence of diabetes than other groups
2. Which part of the text talks about the following? Mention paragraph numbers.
 Warning signs and testing____________
 Types of diabetes___________
 Prevention _____________
 Treatment ________________
3. The author‟s primary purpose for writing the text is to ________
A) Persuade people to be tested for diabetes
B) Instruct readers how to avoid developing diabetes as they approach middle ages
C) inform readers about the types of diabetes, treatment, prevention, warning signs and
testing
D) Persuade diabetics to lose weight and monitor their blood glucose level
4. Based on the passage, which of the following represents a logical conclusions?
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A) With a healthy lifestyle, there is no reason anyone should ever develop diabetes
B) The incidence of type-2 diabetes in the United States should decrease in the coming years
as medical researchers and nutritionists learn more about the disease.
C) Because type-2 diabetes develops gradually and many people who have it are unaware of
it, the disease can do a great deal of damage before it is detected
. D) Physical activity is likely to turn out to be the single most important preventive factor in
diabetes
5. What is the overall main idea that the author wants the reader to understand about diabetes?
Task 10: Guessing Meaning from the Context
Guess the meanings of the following words based on the context used in the passage.
Miscarriages (paragraph 2) blurred (paragraph 3) Asymptomatic (paragraph 10)
Obese (paragraph 4) doses (paragraph 5)
Gestational (paragraph 6) ample (paragraph 8)
Stabilize (paragraph9) complications (paragraph 10)
Part 6: Writing
Task 11: Writing an Advice Sheet
Using information from this unit and any information you already have, plan an advice sheet.
Imagine that this advice sheet is going to be used in high schools, colleges and universities to
warn students of the dangers of the diseases you consider and offer advice on how to avoid them.
Look at the following model of advice sheet on dysentery that is spread because of poor hygiene.
Ways of Minimizing the Risk of Catching Dysentery:
1. Wash your hands with soap and water after using the toilet and regularly throughout the
day, particularly after coming into contact with an infected person.
2. Wash your hands before handling, eating or cooking food, handling babies and feeding
children or elderly people.
3. Keep contact with an infected person to a minimum.
4. Do not share towels and facecloths.
5. Wash the laundry of an infected person on the hottest setting possible. However, if you
contract this disease, you can use the following remedies.
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UNIT FOUR: GENDER ISSUES

Theme
Do men and women live the same lives, or are opportunities roles and possibilities open to us
very different? Are traditional roles and relationships staying with us or changing? Do you think
they should be staying or changing? Why do women do some of the toughest jobs? These are
issues we explore in this unit drawing on our experience on published articles and on first-hand
questionnaire research.
Academic skills and practices
Grammar Vocabulary
Reporting data and results using reporting Working out meanings from context
clauses Vocabulary of sociology
Listening and note-taking Speaking
Noticing the structure of a lecture. Brainstorming
Responding to a lecture Discussing experiences and points of view
Collecting and collating data in research Interviewing students for a survey.
Reading Writing
Interpreting ideas from a text Assessing problems and proposing
Interpreting tables of figures Solutions making recommendations
Drawing implications and conclusions from Interpreting data from texts and tables
a text and from graphs. Writing a report to present research data
Special Features
Report writing: collecting, interpreting and presenting data in report interviewing for a
questionnaire survey.
Final Writing Task
Write report on the title “A Survey of the Roles of Ethiopian Women in Education Housework
Employment and Marriage with Recommendations of how to improve their Situation.”
Particular relevance to your future studies
Page 42
The activities in this unit aim to help you practice and reflect on the process of collecting data
from a survey collating interpreting and presenting it in the form of a report. They also give you
practice in interpreting and writing about tables of figures.
Part 1: Activating what you think and know
Task 1: Saying what you think and What You Know about Gender Issues
Work individually to answer the following questions.
1. What do you understand by the term gender issues?
2. In what ways do you think women currently contribute to the economic development of
the country?
3. To what extent do you think women in Ethiopia do have equal rights and opportunities
with men now? Think of the ways in which women and girls face difficulties in society
for example in education social relations and economic affairs. Write down some of the
ways you think society works against the interests of girls and women.
4. To what extent do you think women should have equal rights?
Report some of your ideas to your group and then to the rest of the class.
Task 2: Analyzing a Typical Situation
Work individually study the following two points of view
Woman: I have to look after the children, work outside the house and do all the
cooking. my husband never helps me. Even if he wanted to help me, I
would consider him womanish.
Man: If I help my wife in the kitchen, my friends will never respect me they will
simply look down on me.
Discuss this typical situation in your group. Can you think of any other similar situations where
both men and women feel powerless because of tradition or use tradition as a justification?
Report your findings to the class.
Task 3: Writing about Problems and Proposing Solutions
1. Plan with a partner three paragraphs describing the situation the women fuel wood
carriers live in (e.g., who they are why they are forced to do this work). Assessing the
problems they experience and recommending possible solutions use your own ideas
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as well as the notes you made while listening to the lectures to elaborate on each
point. Then individually write your paragraphs. Or
2. Complete the profile below as best you can for one of the following social groups in
Addis Ababa or any other town you know.
Street Girls
Women Beggars
Prostitutes
ISSUES Data
Approximate numbers
Where they live (housing etc)
Ages
Education
Livelihood
Problems they face regarding their work
Problems they cause to others or to environment
Other means of income
Effects on their health
Justification for need to solve their problems
Measures proposed to solve their problems
Use this information to help you write three paragraphs one describing briefly the situation these
women live in, another assessing the problems they face every day and the last describing the
solutions you would propose to solve these problems. Use the points in the profile you prepare
above. Limit yourself to about 250 words.
Useful phrases: You may find the phrases below useful for your writing.
Introduction: describing the situation
One of the characteristic sights of Addis Ababa is …………………………………………
These are women who are forced to ……………because …………………………………
Many of these women …………………………………………………others ………………
Assessing the problems

There are many problems which …………………………………………………………..
First of all, the most serious one…………………………………………………………...
For example ……………………………………………………………………………….
A further problem
…………………………………………………………………………….
Proposing possible solutions
One measure that is likely to help to improve …………………..is…………………….
One advantage of this approach is that …………………………………………………..
However a a disadvantage of this measure is that ………………………………………….
Another measure that might succeed is …………………………………………………….
Although there is no doubt that …………………………………………………………….
This suggests that ……………is more practical /feasible/ likely to be successful because
Page 44
Finalize your report and hand it in to your instructor to be marked.
Part 3: Vocabulary
Using Context Clues to Guess Word Meanings: An Overview
The following explanation reviews important points to improve your vocabulary learning. Read
the explanation. You should ask your instructor to explain anything you do not understand.
1. While you are studying if you have to look up all the words you don‟t understand in a
dictionary. It will take you a long time to get through each passage. Often words are
defined or clues are given to their definition within the context-that is within the sentence
the word occurs in or in nearby sentences. If you are aware of these clues and know to
use them you will save a lot of time and you will be able to guess the meanings of many
words without referring to a dictionary.
2. One type of clue is a synonym. Synonyms or partial synonyms are often separated from
a word you know or may not know by commas or words that indicate that the word is a
synonym such as such as, which we may call or or! Example:
“Men‟s contribution to housework and child-care, which we may call
reproductive work, is negligible compared with women‟s contribution to
productive and income-earning work.”
3. Words of opposite meanings which we call antonyms are often introduced by other
conjunctions such as unless, however, even though, but or by phrases like compared
with, as opposed to, whereas etc.
In the example above, reproductive work is contrasted with productive work by
the phase compared with.
4. It is also important to consider any clues in the wider context. Example:

“In three countries… men spent a matter a matter of minutes each day on
domestic work. It is men‟s failure to share the domestic burden that accounts
for women‟s longer working days. To understand this, we need to take a look at
this domestic burden. Table 2 shows the hours spent on various domestic tasks
per day.”
This context provides us with a range of clues as to the meaning of burden. First of all,
burden occurs with (in other words collocates with) the word domestic, and the word
domestic also collocates with work and tasks. This suggests that the meaning of burden
Page 45
is probably related to the meanings of work and task. A burden is also something that
can be shared and if it is not shared, this causes problem- longer working days.
So we can see that:
I. The words that collocate with an unknown word can usually give us a clue to its
meaning
II. If a word is repeated, it can give us clues to its meaning because there will be
different words surrounding it
III. The context may contain other related words like work and tasks which may have
similar or at least related meanings.
5. A further kind of clue comes from making use of your knowledge of grammar. It may be
possible to work out the part of speech from the sentence pattern word order etc. For
example,
Men’s contribution to housework is negligible.
Subject Verb Complement
Here, using your knowledge of sentence patterns and word order it is possible to
conclude that the word negligible is an adjective it part of a subject + verb +
complement pattern, and in this pattern, the word coming after the link verb is an
adjective. It describes the subject. The context will indicate whether the word has a
positive or negative meaning.
6. From your prior knowledge, you will recall that it may be possible to use the elements or
parts of a word to provide clues to its meaning. Example:
Re- product-ive
Here, breaking the word up helps you to see that it has a meaning connected with
product or producing. Similarity, the prefix re-suggests doing something again while
the suffix -ive is an indication that the word is an adjective.
Task 4: Using Context Clues to Guess Word Meanings
Now try to work out the meanings of the words in bold in the following contexts. Work
individually and then discuss with a partner what clues did you use?
1. One of the important contributions made by children is in time-consuming chores
like collecting firewood and water, and looking after their younger brothers and
Page 46
sisters. Indeed, if they did not help with these tasks, the burden of reproductive work
would be truly impossible for adult women to bear.
2. Of course, this understanding of how the domestic workload is managed does not
provide any answers by itself but at least it emphasizes the dilemmas.
3. As can be seen in the Middle East, only 42 % of all females within ages 15 to 19, and
10% within ages 20 to 24 have not married. Two women in every 100 reach age 30
without procuring a husband.
4. According to the latest statistics available for 4 Latin American countries, an average
of 53 adult women among every 100 have been officially married; of these, 42 %
report intact marital unions, 8 % are widowed and 3 % are either divorced or
separated from their husbands.
5. The regional average for Latin America shows 18% of all adult women between ages
30 and 39 as single, with almost as many single women in their forties as in their
fifties. Evidently, the possibility for a Latin American woman past 30 to contract a
union whether a legal marriage or a non-legal irregular relationship is very slight.
6. The importance of marital postponement and of non-marriage for the female
employment rates stems from the fact that these women provide a potential labor
supply which is available at all age levels.
Remember to add any new words from this unit and their meanings to your vocabulary notebook.
Part 4: Reading
This section will help you explore the participation of women in society. It aims to give you
practice in interpreting and drawing concussions from data in texts in texts and tables read the
following article and answer the questions at the end.
NO TIME TO SPARE
By Rachel Freer
(Slightly adapted from New Internationals March, 1988)
Men‟s contribution to housework and child care which we may call reproductive work is
negligible compared to women‟s contribution towards productive, or income earning work. In
three countries (Tanzania Burkina Faso and java), men spent a matter of minutes each day on
domestic work. It is men‟s failure to share the domestic burden that accounts for women‟s longer
working days.
Page 47
To understand this, we need to take a closer look at this domestic burden. Table 2 shows the
hours spent on various domestic tasks per day, and some of the information is surprising. We
have all heard of the long hours it takes to grind grain, fetch fuel-wood and water, wash clothes,
prepare and cook food when there is no electricity piped water of washing machines. How can
women possibly manage all this work in only five hours per day (Java and Nepal) or just three
hours (Tanzania and Burkina Faso)?
The answer is that children also work hard as can be seen in Table 1. By the time they reach their
teens; children are generally providing at least half as many hours of work as adults despite the
demands of school. One of the important contributions made by children particularly girls are in
time-consuming chores like collecting firewood and water, and looking after their younger
brothers and sisters. Indeed, if they did not help with these tasks, the burden of reproductive
work would be truly impossible for adult women to bear. In the Javanese village, for example,
the total amount of reproductive work needed each day to maintain a household was nearly 10
hours. It would be almost impossible for them to do anything else. Adult women are able to
spend time working on productive or income-earning activities only because their daughters and
to a lesser extent sons and to a still lesser extent husbands share part of the reproductive work.
Of course, this understanding of how the domestic workload is managed does not provide any
answers by itself but at least it emphasizes the dilemmas. It exposes the ignorance- and
arrogance- involved in the assumption made by many development agencies that rural women‟s
time is „free‟ time ready to be filled by development activities. But it also highlights the dangers
of the opposite assumption: that women are so burdened already with domestic work that
projects should concentrate on lightening this burden, leaving the real work of income generation
to others. This is because access to an independent income is an important source of security and
status to women.
Page 48
COUNTRY PRODUCTIVE REPRODUCTIVE WORK

Women men girls boys Women men girls boys
Tanzania 5.0 5.9 2.0 1.6 3.4 0.8 1.9 1.4
Burkina Faso 6.8 7.3 - - 3.0 0.3 - -
Bangladesh 1.8 8.0 1.7 7.7 7.5 1.1 6.2 0.7
Java 6.1 8.1 4.7 4.1 5.6 0.9 3.4 1.1
Nepal 7.5 8.4 6.8 6.0 5.7 2.2 3.0 1.8
Table 1: Hours spent on productive and reproductive work per day
Task Tanzania Burkina Bangladesh Java Nepal

Child care 0.01 0.30 0.80 1.20 1.90
Firewood collection 0.10 0.10 0.30 0.10 0.10
Processing grain 1.55 1.00 1.30 1.30 1.30
Cooking 1.55 1.00 2.20 1.30 1.30
Other domestic work 0.20 0.70 2.00 1.40 1.10
Total 3.40 3.00 6.70 5.70 5.70
Table 1 Hours spent by women on reproductive tasks per day.
Task 5: Reading for Main Ideas

Decide which statements are true and which are false. Provide evidence for your answers and
correct the incorrect statements then discuss your answers in groups.
1. This article summarizes information on how women men and children spend their
time throughout the world.
2. Women bear almost all the burden of reproductive or domestic work in the countries
described.
3. Women are overburdened with both productive or income earning and reproductive
work in the countries described in the text.
4. The article implies that rural men work hard on income earning tasks while women
work hard on both domestic and income earning tasks in the developing world.
5. The article implies that many development agencies underestimate the load of
housewives in the rural villages of developing countries.
6. Reducing women‟s domestic workload is suggested in the article as article as the best
way of helping women to use their time more efficiently in villages in developing
countries.
Page 49
Task 6: Interpreting Data from Texts and Tables

Work individually. Use the data from the passage and the table to answer the questions given
below. Then discuss your answers together in your group and report the general consensus to the
class.
1. Men‟s contribution to housework and child care… is negligible compared to in table
1 and paragraph 1 to support this statement?
2. Using table 1 and 2 the passage find out what evidence is that the writer feels women
cannot manage all the housework in only three to five hours per day.
3. Rural women‟s time is free time ready to be filled by development activities
(paragraph 4) using evidence from table 1 explain why this is wrong assumption.
4. Women are so burdened already with domestic work that projects should concentrate
on lightening this burden leaving the real work of income generation to others
(paragraph 4) using evidence from table 1 explain why this is a wrong assumption.
5. Using table 1 and the passage write some sentences which compare and contrast the
help that men boys and girls contribute to reducing the housework load for women
you may like to use some of the following sentence beginnings:
In Bangladesh, Java, Nepal and Tanzania, the amount of reproductive work done by women
is equal to or less than ---------------------------------------------------------------
In ----------------, women and girls do the majority of ---------------------:whereas very
Little ------------------------------------This is true also in -------------------------------------
In Burkina Faso, ------------------------------------------------------------------------------------------
----------------
Task 7: Collating the Data

In your group, devise your own way of collating the data
Task 8: Presenting your Data Visually
You are now going to present your data visually in diagrams. How can this be done? Imagine
that in question 1 you found that 5 people said their mothers looked after the children, 2 said
their sisters, 2 said a servant and 1 said their grandmother. Look carefully at the following ways
of presenting this data visually.
Page 50
A TABLE
Who looks after the children? Number
Mother 5
Sister 2
Servant 2
Grandmother 1
Group Activity: Try to present the data in the above table using a bar graph
and a pie chart
A bar graph has blocks of different heights with labels attached to show comparative amounts
the height of each block or bar indicates the amount being compared. A pie chart is a graph in
the shape of a circle. The circle is generally divided in to several parts and each part is given a
label and a percentage figure. The total of all the parts will usually add up to 100%.
Decide which of the methods of presenting data would be appropriate to present the results of
each question from your survey. For each question draw a diagram in your exercise book to
illustrate your data.
Task 9: Grammar: Reporting your Data

When describing data and results and drawing conclusions it is important not to assume that all
your statements are fact. For example you may have only conducted one or two experiments or
only interviewed a few people or only people with grown-up children.
Firstly, it is important to make these uncertainties and limitations clear in the report.
Then if some researcher in the future finds the same results with different families or
with more experiments then the two studies can together support a more general
conclusion.
Secondly, it is important to use reporting clauses that connect the conclusions to the
data they are based on for example:
1. Work with your group refer to your group‟s data and results and complete each of the
following.
The figures in Table 1 would seem to suggest that ……………………….
The pie-chart suggests that……………………………………………………...
The graph would seem to indicate that ……………………………………...
From the responses to question 1, it seems that …………………………
It would appear from the responses to question 2 that……………………
Page 51
In replying to question 3, 20% of the respondents said that …………….

This would seem to-suggest that ………………………..
The high number of students who responded to question 4 by saying that life is more
Difficult for a married person living in --------------------implies that-----------
From the overall results I want to argue that ------------------------------------
2. Now use your diagrams and your sentences to make a presentation of the results from your
group to the class.
Task 10: Writing your Own Report
Now individually write a report of your own to show the results you found in your group‟s
survey of the class. Do not forget to make one or more recommendations on the basis of the
findings about how to improve the situation of mothers in Ethiopia.
Advice for Writing Your Report
This is an example of the report structure you could use to present your findings from the
survey you have conducted. You can of course use own phrases.
Title
“A survey of the roles of Ethiopian women in education house work employment and marriage with
recommendations‟‟
Terms of reference
This survey was conducted by a group of freshman students at Addis Ababa university to investigate the
roles of Ethiopian women in education housework employment and marriage and to make
recommendations….
Procedure
Ten people were interviewed and were asked a number of questions as follows
1. Etc.
Results
(state the results you obtained from each question using text tables graphs and pie-charts as you feel
appropriate)
Limitations of the study and discussion of results
There was no possibility of the sample being representative of the whole
Population because …………………..moreover the number of students
Interviewed was very ………………..nevertheless this particular sample is interesting because ……
Conclusions
It would appear from the results that …………………………………………………
Recommendations
From the responses obtained it would seem that …………………………………….
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Admas University Communicative English Skills

UNIT ONE: CULTURE AND VALUES

patrilineal exogamous bride divorce

You can use the following table to write your answer.

Task 5: Words of Greek and Latin Origin

Task 7 Analyzing How Choosing Active or Passive Affects Meaning in a Text

TRADITIONAL DEFENCE AMONG THE KONSO

Passive verb Agent Reason for choosing passive

are surrounded by by massive when we have an inanimate cause(e.g. massive

Compounds create focuses on compound, not villages

THE THREATENED WAYS OF KENYA’S POKOT TRIBE

Task 9: Reading for Main Ideas

2. Throughout the Parpara ceremony, the mood is somber and respectful.

bridegroom, the party/feast, the dances, departure, etc.)

Task 12: Debate

UNIT TWO: TOURISM IN ETHIOPIA

Listening and Note-taking Speaking

Particular Relevance to Your Future Studies

the indigenous population. In many countries, rather than promoting economic

5. “People in tourist location … need to be informed and consulted and ways of

Introduction: the writer identifies a problem that no-one

The writer presents his main arguments against top-down or

The writer makes a number of recommendations for

Tourism Development in Ethiopia-For Whose Benefit?

Part 4: Using Grammar

Interactional peace and harmony have been encouraged by tourism.

Refuting Other People’s Arguments and Contributing your own

Task 8: Grammar Awareness

are not in a position to be called an authority. Therefore it is appropriate to be tentative in haw

State the opposing point of view

Writing an Argument: Two Possible Essay Structures

Introduction: A very brief overview of Introduction: A very brief overview of the

Top-down tourism: Effects on local people:

Eco- tourism: Effects on local and national economy

Many people contend that top-down tourism is a potential major foreign

of the revenue from international tourism is put into conservation of national

An Example of a Paragraph using Structure B.

Effects on local people

Task 12: Writing Your Essay

UNIT THREE: HEALTH

Listening and Note-taking Speaking

Final Writing Task

Particular relevance to your future studies

Task 3 Note-taking from Listening

Characteristic features Symptoms of Causes of dysentery Remedies of

Part 3: Grammar: Relative Clauses

Use the examples above to answer the following questions.

4. What are defining and non-defining relative clauses?

Task 5: Using the Grammar

Some Advice for Speakers

Diabetes: A New Epidemic

Key features of the

Develops quickly or slowly

Point in which the disorder usually

Best techniques for managing and/or

Task 9: Reading for Main Idea

UNIT FOUR: GENDER ISSUES

Assessing the problems

Finalize your report and hand it in to your instructor to be marked.

4. It is also important to consider any clues in the wider context. Example:

COUNTRY PRODUCTIVE REPRODUCTIVE WORK

Table 1: Hours spent on productive and reproductive work per day

Task Tanzania Burkina Bangladesh Java Nepal